4 


LIBRARY  OF  THE 
UNIVERSITY  OF  ILLINOIS 
AT  URBANA-CHAMPAIGN 


Gift  of  Ethel  W.  I jams 


APPLETON  S’  SCHOOL  READERS. 


rnTRRICULUM 
COLLECTION 

THE 

EDUCATION 
LIBRARY 

FOURTH  READER. 


WILLIAM  T.  HARRIS,  A.M,  LL.D., 

SUPERINTENDENT  0 Fy  0 LOUIS,  MO. 

ANDREW  J.  RICKOFF,  A.M., 

SUPERINTENDENT  OF  INSTRUCTION,  CLEVELAND,  OHIO. 

MARK  BAILEY,  A.  M, 

INSTRUCTOR  IN  ELOCUTION,  YALE  COLLEGE. 


NEW  YORK,  BOSTON,  AND  CHICAGO: 

D.  APPLETON  AND  COMPANY. 
1881. 

CURRICULUM  COLLECTION 


COPYRIGHT  BY 


D.  APPLETON  AND  COMPANY, 
1878. 


me 

1?-?F 

Lf 


CONTENTS. 


lesson  selection.  author.  page 

I.  The  Whistle Adapted  from  Benjamin  Franklin . V 

II.  The  Kitten  and  the  Falling  Leaves. . . . William  Wordsworth.  10  / 

III.  The  Discontented  Pendulum Jane  Taylor.  12 

IV.  Logical  Analysis  ; or,  What  to  Emphasize Mark  Bailey.  15 

V.  The  Spider  and  the  Fly Mary  Howitt.  20 

VI.  Stepping-Stones Louisa  M.  Alcott . 23 

VII.  The  Voice  of  Spring Felicia  Hemans.  , 

VIII.  Dan,  the  Firebrand Louisa  M.  Alcott.  28 

IX.  Dan’*s  Bull-Fight Louisa  M.  Alcott.  31 

X.  The  Fox  and  the  Cat J.  Cunningham.  34 

XI.  The  Lark  . . Translated  by  J.  C.  Pickard  from  F.  W.  Carove.  35 

XII.  The  Complaint  of  the  Wild  Flowers Anonymous.  38 

XIII.  Alice  Fell William  Wordsworth.  42 

XIV.  What  Alice  said  to  the  Kitten Lewis  Carroll.  44 

XV.  The  Spider F.  A.  Krummacher.  48 

XVI.  Alice’s  Dream  of  the  Chess-Queens Lewis  Carroll.  49 

XVII.  In  the  Forest . . Translated  by  J.  C.  Pickard  from  F.  W.  Carove . 53 

XVIII.  Emphasis  by  Time Mark  Bailey.  55 

XIX.  The  Shipwreck  of  Robinson  Crusoe Daniel  De  Foe.  56 

XX.  The  Chase Sir  Walter  Scott.  59 

XXL  Driving  Bees London  Correspondent.  62 

XXII.  The  Huntsman Sir  Walter  Scott.  64 

XXIII.  Solon Herodotus . 66 

XXIV.  The  Razor-Seller John  Wolcott.  69 

XXV.  Robinson  Crusoe’s  Manufacture  of  Pottery  . .Daniel  De  Foe.  71 

XXVI.  A Psalm  of  Life Henry  W.  Longfellow.  74 

XXVII.  An  Elephant-Hunt Library  of  Entertaining  Knowledge.  76 


4 


FOURTH  READER. 


LESSON  SELECTION.  AUTHOR. 

XXVIII.  The  Barefoot  Boy John  G.  Whittier. 

XXIX.  The  Story  of  a Wavelet. 

Translated  by  J.  C.  Pickard  from  F.  W.  Carove. 

XXX.  Emphasis  by  Slides Mark  Bailey. 

XXXI.  Beth’s  Sickness Louisa  M.  Alcott. 

XXXII.  Beth’s  Sickness  (Continued) Louisa  M.  Alcott. 

XXXIII.  The  Rainy  Day Henry  W.  Longfellow. 

XXXIV.  Ax-Grinding Benjamin  Franklin. 

XXXV.  March William  Wordsworth. 

XXXVI.  The  Careful  Observer Colton. 

XXXVII.  The  Mariner’s  Dream William  Bimond. 

XXXVIII.  How  much  Emphasis Mark  Bailey. 

XXXIX.  The  Death  of  the  Flowers William  Cullen  Bryant. 

XL.  The  Tempest Charles  and  Mary  Lamb. 

XLI.  The  Tempest  (Continued) Charles  and  Mary  Lamb. 

XLII.  The  Tempest  (Concluded) Charles  and  Mary  Lamb. 

XLIII.  The  Adopted  Child Felicia  Hemans. 


XLIV.  The  Hedgehog  and  the  Hare 

XLV.  The  Village  Blacksmith Henry  W.  Longfellow. 

XLVI.  On  Stress Mark  Bailey. 

XLVII.  I remember,  I remember Thomas  Hood. 

XLVIII.  The  Prairie  on  Fire James  Fenimore  Cooper. 

XLIX.  The  Mountain  and  the  Squirrel . . . Ralph  Waldo  Emerson. 

L.  The  Lilliputian  War  at  Sea Bean  Swift. 

LI.  Alexander  Selkirk William  Cowper. 

LII.  Suspense  of  Voice Mark  Bailey. 

LIII.  Lilliputian  Tailors  and  Cooks Bean  Swift. 

LIV.  Country  Scenes  in  Old  Times J.  Fletcher. 

LV.  Perseverance  of  a Spider Oliver  Goldsmith. 

LVI.  The  Old  Clock  on  the  Stairs Henry  W.  Longfellow. 

LVII.  Gulliver  among  the  Giants Bean  Swift. 

LVIII.  The  Compound  Slides Mark  Bailey. 

LIX.  Summer  Wind William  Cullen  Bryant. 

LX.  Daniel  Boone S.  G.  Goodrich. 

LXI.  Afternoon  in  February Henry  W.  Longfellow. 


PAGE 

80 

83 

86 

90 

93 

95 

98 

99 
100 
102 
105 
107 
109 
114 
118 
120 
123 
127 
129 
131 
133 

137 

138 
142 

145 

146 
148 
151 
154 
157 
160 
162 
165 
168 


FOURTH  READER. 


8 


LESSON  SELECTION.  AUTHOR. 

LXII.  The  Soldier’s  Reprieve ....  (Mrs,  Robbins.)  Mark  Bailey, 

LXIII.  The  Talents Matthew , Chapter  XXV. 

LXIY.  Soldier,  rest ! Sir  Walter  Scott. 

LXY.  Benjamin  Franklin Thomas  Wentworth  Higginson. 

LXYI.  The  Three  Black  Crows John  Byrom. 

LXYII.  The  Birthday  of  Washington. 

(Rufus  Choate.)  Mark  Bailey. 

LXYIII.  The  Brook Alfred  Tennyson. 

LXIX.  The  Sermon  on  the  Mount Matthew , Chapter  V. 

LXX.  The  Sermon  on  the  Mount  (Continued).. Matthew,  Chap.  VI. 

LXXI.  The  Fight  of  Paso  del  Mar Bayard  Taylor. 

LXXII.  Robert  Bruce  and  the  Spider Sir  Walter  Scott. 

LXXIII,  The  Swiftest  Runners. 

(Hans  Christian  Andersen.)  Mark  Bailey. 

LXX1Y.  Oft  in  the  Stilly  Night Thomas  Moore. 

LXXY.  Harvey  Birch James  Fenimore  Cooper. 

LXXYI.  Burial  of  Sir  John  Moore Charles  Wolfe. 

LXXYII.  The  Castle  by  the  Sea. 

( Uhland , translated  by  H.  IF.  Longfellow.)^  Mark  Bailey. 

LXXYIII.  Hohenlinden  Thomas  Campbell. 

LXXIX.  Over  the  River Nancy  Priest  Wakefield. 

LXXX.  A Letter  of  Dr.  Franklin Benjamin  Franklin. 

LXXXI.  Little  Hal. (Colton.)  Mark  Bailey. 

LXXXII.  Goody  Blake  and  Harry  Gill William  Wordsworth. 

LXXXIII.  Two  Yiews  of  Christmas. . ( Charles  Dickens.)  Mark  Bailey. 

LXXXIY.  The  Three  Fishers Charles  Kingsley. 

LXXXY.  Julius  Caesar (Shakespeare.)  Mark  Bailey. 

LXXXYI.  Robin  Hood Sir  Walter  Scott. 

LXXXYII.  Elegy  Written  in  a Country  Churchyard . . . Thomas  Gray. 
Appendix.  Words  Difficult  to  Spell 


PAGE 

169 

174 

176 

178 

180 

183 

184 

186 

189 

192 

195 

198 

200 

201 

206 

207 

209 

211 

213 

214 

216 

221 

222 

223 

225 

230 

237 


THE  PREPARATORY  NOTES. 


The  work  to  be  done  by  the  pupil  is  included  under : 

I.  Biographical,  historical,  geographical,  scientific,  and  literary  allusions 
or  references.  The  notes  under  this  head  are  intended  to  suggest  topics  for 
discussion  in  the  recitation,  and  the  pupil  is  not  required  to  study  these, 
although  he  may  read  them  with  some  profit. 

II.  Spelling  and  pronunciation.  In  the  Appendix  to  this  volume  will  be 
found  suggested  a method  of  teaching  spelling  by  analysis.  If  preferred, 
the  old  method  of  oral  or  written  spelling  will  suffice. 

III.  Language-lesson  on  the  principles  of  written  or  printed  language 
as  found  in  the  lesson.  If  carefully  learned,  the  pupil  will  acquire  a prac- 
tical knowledge  of  grammatical  forms,  without  the  usual  technicalities.  He 
will  learn  to  write  and  speak  correctly.  But  the  logic  of  language  as  given 
in  technical  grammar  is  not  attempted  here. 

IV.  Definitions,  synonyms,  and  paraphrases,  to  be  given  by  the  pupil  in 
his  own  language,  i.  c.,  in  such  words  as  he  uses  in  every-day  life,  and  not 
in  words  borrowed  from  the  dictionary.  He  must  find  the  words  in  the 
piece  and  study  their  connection  with  the  rest,  and  give  the  special  sense 
of  the  words  as  there  used,  not  the  general  definition.  This  method  will 
secure  the  most  rapid  mastery  of  a good  vocabulary  on  the  part  of  the 
pupil. 

(Numbers  II.,  III.,  and  IV.  are  to  be  studied  by  the  pupil,  and  he  may 
be  held  responsible  for  the  work  required.) 

V.  Style  and  thought  of  the  piece.  The  notes  under  this  head  should 
be  read  and  discussed  in  the  recitation,  and  they  will  answer  a useful  pur- 
pose in  sharpening  the  pupil’s  faculty  of  criticism,  even  if  the  thoughts 
advanced  are  condemned  and  refuted. 

It  is  evident  that  each  selection  from  classic  literature  furnishes  work 
enough  for  three,  four,  or  five  recitations.  First,  the  pupil  should  learn 
the  spelling,  pronunciation,  peculiarities  of  form,  and  meaning  of  the  words 
in  the  lesson  (II.,  III.,  IV.);  second , the  references  and  allusions  made  in 
the  piece  (I.) ; third,  the  thought  and  the  style  of  expression  (V.) ; fourth , 
the  proper  rendering  of  it  as  taught  in  the  lessons  on  elocution. 

The  work  here  suggested  is  intended  only  as  an  auxiliary,  and  may  be 
omitted  for  other  topics  presented  by  the  teacher.  Only  a few  hints  are 
risked  on  the  more  important  phases  of  each  piece,  and  no  attempt  is  made 
to  exhaust  the  proper  field  of  inquiry.  It  is  safe  to  say  that  a thorough 
study  of  each  literary  piece  in  the  higher  Readers  will  be  of  more  benefit 
to  the  pupil,  in  giving  him  an  insight  into  human  life,  and  directive  power 
and  influence  among  his  fellow  men,  than  all  that  he  will  or  can  learn  from 
the  other  branches  taught  in  the  schools. 


FOURTH  READER. 


■ ♦♦♦ 

A I. — ‘ THE  WHISTLE. 

1.  When  I was  a child,  seven  years  old,  my  friends, 
on  a holiday,  filled  my  pockets  with  coppers.  I went 
directly  to  a shop  where  they  sold  toys  for  children ; and, 
being  charmed  with  the  sound  of  a whistle  that  I met 
by  the  way  in  the  hands  of  another  boy,  I voluntarily 
offered  him  all  my  money  for  one. 

2.  I then  came  home,  and  went  whistling  all  over  the 
house,  much  pleased  with  my  whistle,  but  disturbing  all 
the  family.  My  brothers,  and  sisters,  and  cousins,  un- 
derstanding the  bargain  I had  made,  told  me  I had  given 
four  times  as  much  for  it  as  it  was  worth. 

3.  This  put  me  in  mind  what  good  things  I might 
have  bought  with  the  rest  of  the  money;  and  they 
laughed  at  me  so  much  for  my  folly  that  I cried  with 
vexation. 

4.  This,  however,  was  afterward  of  use  to  me,  the 

impression  continuing  on  my  mind  ; so  that  often,  when 
I was  tempted  to  buy  some  unnecessary  thing,  I said  to 
myself,  “ Don’t  give  too  much  for  the  whistle  ” ; and 
so  I saved  my  money.  \{ 


8 


FOURTH  READER. 


5.  As  I grew  up,  came  into  the  world,  and  observed 
the  actions  of  men,  I thought  I met  with  many,  very 
many,  who  gave  too  much  for  the  whistle. 

6.  When  I saw  any  one  too  ambitious  of  the  favor 
of  the  great,  wasting  his  time  in  attendance  on  public 
dinners,  sacrificing  his  repose,  his  liberty,  his  virtue,  and 
perhaps  his  friends,  to  attain  it,  I have  said  to  myself, 
“ This  man  gives  too  much  for  his  whistle.” 

Y.  When  I saw  another  fond  of  popularity,  constantly 
emjfioying  himself  in  politics,  neglecting  his  own  affairs, 
and  ruining  them  by  that  neglect,  “ He  pays,  indeed,” 
said  I,  “too  much  for  this  whistle.” 

8.  If  I knew  a miser,,  who  gave  up  every  kind  of 
comfortable  living,  all  the  pleasure  of  doing  good  to 
others,  all  the  esteem  of  his  fellow-citizens,  and  the  joys 
of  benevolent  friendship,  for  the  sake  of  accumulating 
wealth,  “Poor  man,”  said  I,  “you  do  indeed  pay  too 
much  for  your  whistle.” 

9.  When  I met  a man  of  pleasure,  sacrificing  the 
improvement  of  his  mind,  or  of  his  fortune,  to  mere 
bodily  comfort,  “Mistaken  man,”  said  I,  “you  are  pro- 
viding pain  for  yourself,  instead  of  pleasure:  you  give 
too  much  for  your  whistle.” 

10.  If  I saw  one  fond  of  fine  clothes,  fine  furniture, 
fine  horses,  all  above  his  fortune,  for  which  he  contracted 
debts,  and  ended  his  career  in  prison,  “ Alas ! ” said  I, 
“ he  has  paid  dear,  very  dear,  for  his  whistle.” 

11.  In  short,  I believed  that  a great  part  of  the  mis- 
eries of  mankind  were  brought  upon  them  by  the  false 
estimates  they  had  made  of  the  value  of  things,  and  by 
their  giving  too  much  for  their  whistles. 

Adapted  from  Benjamin  Franklin. 


FOURTH  READER. 


9 


For  Preparation. — I.  Allusions,  historical,  geographical,  and  literary. 

II.  Spelling  and  pronunciation  ; words  to  be  copied,  and  marked  with  dia- 
critical marks,  hyphens,  and  accents.  III.  Language-lesson.  IV.  Words 
and  phrases  to  be  explained  in  the  pupil’s  own  words,  giving'  the  meaning 
as  used  in  the  lesson  {not  the  general  definition).  V.  Style  and  thought. 
Numbers  I.  and  V.  to  suggest  topics  of  conversation  on  the  reading-lesson ; 
Numbers  II.,  III.,  and  IV.  to  be  prepared  by  the  pupil.  There  may  be 
some  points  in  Numbers  I.  and  V.  that  are  too  difficult  for  many  of  the 
pupils  for  whom  this  Reader  is  intended.  The  teacher  will  use  his  discre- 
tion in  selecting  topics  from  these  numbers  for  explanation  to  his  class. 

I.  Benjamin  Franklin,  an  eminent  American  philosopher  and  states- 
man, born  at  Boston,  Mass.,  January  17,  1706.  His  father  was  a soap  and 
candle  maker.  Benjamin  learned  the  printer’s  trade,  and  removed  to  Phila- 
delphia. He  discovered  the  identity  of  lightning  and  electricity.  His 
efforts  secured  the  alliance  of  the  French  with  America  in  the  Revolution. 
He  also  assisted  in  making  important  treaties,  and  in  forming  the  Consti- 
tution of  the  United  States.  (See  Lesson  LXV.) 

II.  Write  out  and  mark  the  pronunciation  of  friends,  filled, 
whis'-tle,  laughed,  un-neg'-es-sa-ry,  neg-le-et'-ing.  (See  Webster’s 
diacritical  marks  on  page  98,  and  in  the  introduction  to  the  spell- 
ing lessons  of  the  Appendix.) 

III.  “Children” — what  change  is  necessary  to  make  this  word  refer  to 
only  one?  What  meaning  does  ing  give  to  the  word  whistling ? Find 
other  words  in  which  it  makes  the  word  refer  to  continued  action.  Dr. 
Franklin  wrote  “says  I”  (7,  8,  9,  10)  for  “said  I” — why  incorrect? 

IV.  “Coppers” — what  coin  does  this  mean?  What  does  “ charmed ” 

mean  (1)?  “Voluntarily  ”?  (willingly,  of  his  own  accord.)  “Disturbing” 
means  what  ? Who  is  a cousin  ? What  is  a bargain  ? What  is  folly  ? 
— vexation ? “Impression  continuing  on  my  mind”?  (i.  e.,  I remembered 
it.)  “ Ambitious  of  the  favor  of  the  great  ” ? “ Fond  of  popularity  ” ? (in 

this  case,  desiring  the  people’s  votes.)  Who  is  a miser ? What  is  the 
meaning  of  esteem  ?— benevolent  ? — “ accumulating  wealth  ” ? — comfortable  ? 
— “contracted  debts”?  (ran  in  debt.)  “Ended  his  career”  means  what? 
“False  estimates  they  had  made  of  the  value  of  things  ”?  (i.  e.,  made  mis- 
takes about  the  worth  of  things.) 

V.  Do  you  think  of  any  other  examples  to  add  to  these  of  Dr.  Franklin, 
in  which  people  have  “given  too  much  for  the  whistle”  ? Write  out  such 
a case  in  your  own  words.  What  is  meant  by  “ the  great  ” ? How  can 
they  bestow  “ favor  ” ? 


FOURTH  READER. 

Ul" 

II.— THE  KITTEN  AND  THE  FALLING  LEAVES 

1.  See  the  kitten  on  the  wall, 

Sporting  with  the  leaves  that  fall, 
Withered  leaves — one,  two,  and  three — 
From  the  lofty  elder-tree ! 

2.  Through  the  calm  and  frosty  air 
Of  this  morning  bright  and  fair, 

Eddying  round  and  round,  they  sink 
Softly,  softly : 

3.  One  might  think, 

From  the  motions  that  are  made, 

Every  little  leaf  conveyed 
Sylph  or  fairy  hither  tending, 

To  this  lower  world  descending, 

Each  invisible  and  mute, 

In  his  wavering  parachute. 

4.  But  the  kitten,  how  she  starts, 

Crouches,  stretches,  paws,  and  darts ! 

First  at  one,  and  then  its  fellow, 

Just  as  light  and  just  as  yellow  : 

There  are  many  now — now  one  ; 

How  they  stop,  and  there  are  none. 

5.  What  intenseness  of  desire 
In  her  upward  eye  of  fire  ! 

With  a tiger-leap  half-way 
How  she  meets  the  coming  prey, 

Lets  it  go  as  fast,  and  then 


11  See  the  kitten  on  the  wall, 

Sporting  with  the  leaves  that  fall.” 

(“  The  Kitten  and  the  Falling  Leaves p.  10) 


» 


■'V 


FOURTH  READER. 


11 


6.  Now  she  works  with  three  or  four, 

Like  an  Indian  conjurer ; - 

Quick  as  he  in  feats  of  art, 

Far  beyond  in  joy  of  heart. 

7.  Were  her  antics  played  in  the  eye 
Of  a thousand  standers-by, 

Clapping  hands  with  shout  and  stare, 

What  would  little  Tabby  care 

For  the  plaudits  of  the  crowd? 

Over-happy  to  be  proud, 

Over-wealthy  in  the  treasure 
Of  her  own  exceeding  pleasure ! 

— - \ynnam  Wordsworth . 


For  Preparation. — I.  Like  an  “ Indian  conjurer  ” (i.  e.,  possessing  great 
skill  in  tossing  up  balls  and  catching  them,  keeping  several  in  the  air  at  a 
time). 

II.  Par'-a-ghute  (par'a-shoot),  a-gain'  (-gSn'),  prey  (distinguish  from 
pray),  tr£a§'-ure  (trezh'ur),  con'-ju-rer  (kun'-),  -erouch'-eg,  played,  ex- 
geed'-ing. 

III.  Tell  some  differences  that  you  have  noticed  between  a poem  and  a 
piece  in  prose.  (Lines  of  regular  length  ? Capitals,  where  placed  ? Accented 
syllables  occur  how  often  ? Difference  in  the  order  of  words  in  the  sen- 
tence ? etc.)  Change  the  second  paragraph  to  prose,  beginning,  “ They 
sink  softly  and  slowly  through  the  calm,”  etc. 

IV.  Give  the  meaning  as  used  in  the  poem,  in  your  own  words,  of  “ with- 
ered leaves,”  “ eddying  round  and  round,”  “ conveyed  (carried)  sylph  or 
fairy  hither  tending”  (i.  e.,  riding  down  from  the  sky  on  the  falling  leaf), 
invisible  (not  to  be  seen),  mute  (making  no  sound),  “ wavering  parachute  ” 
(like  a large  umbrella,  used  to  descend  with,  in  safety,  from  a balloon), 
crouches,  its  fellow  (leaf),  “ intenseness  of  desire  ” ( very  desirous),  prey, 
“ feats  of  art  ” (quickness  of  hand,  and  ability  to  do  difficult  things),  antics 
(funny  actions),  plaudits  (clapping  of  hands,  etc.). 

V.  “ Upward  eye  of  fire  ” — real  fire,  or  only  a shining  in  her  eyes  that 
looks  like  fire  ? What  is  referred  to  by  “ clapping  hands,”  etc.  ? — by  “ lit- 
tle Tabby  ” ? Give  some  other  names  used  in  naming  kittens.  Where  is 
the  kitten  represented  as  standing,  in  this  poem  ? 


12 


FOURTH  READER . 


^ HI.— THE  DISCONTENTED  PENDULUM. 

1.  An  old  Clock,  that  had  stood  for  fifty  years  in  a 
farmer’s  kitchen  without  giving  its  owner  any  cause  of 
complaint,  early  one  summer’s  morning,  before  the  fam- 
ily was  stirring,  suddenly  stopped.  Upon  this  the  Dial- 
plate  (if  we  may  credit  the  fable)  changed  countenance 
with  alarm ; the  Hands  made  an  ineffectual  effort  to  con- 
tinue their  course ; the  Wheels  remained  motionless  with 
surprise;  the  Weights  hung  speechless.  Each  member 
felt  disposed  to  lay  the  blame  on  the  others. 

2.  At  length  the  Dial  instituted  a formal  inquiry  into 
the  cause  of  the  stop,  when  Hands,  Wheels.  W eights,  with 
one  voice,  protested  their  innocence.  But  now  a faint 
tick  was  heard  from  the  Pendulum,  who  thus  spoke  : 

3.  “ I confess  myself  to  be  the  sole  cause  of  the  pres- 
ent stoppage,  and  am  willing,  for  the  general  satisfaction, 
to  assign  my  reasons.  The  truth  is,  that  I am  tired  of 
ticking.”  Upon  hearing  this,  the  old  Clock  became  so 
enraged  that  it  was  on  the  point  of  striking. 

4.  “ Lazy  Wire  ! ” exclaimed  the  Dial-plate. — “ As  to 
that,”  replied  the  Pendulum,  “ it  is  vastly  easy  for  you, 
Mistress  Dial,  who  have  always,  as  everybody  knows, 
set  yourself  up  above  me — it  is  vastly  easy  for  you,  I say, 
to  accuse  other  people  of  laziness — you  who  have  noth- 
ing to  do  all  your  life  but  to.  stare  people  in  the  face,  and 
to  amuse  yourself  with  watching  all  that  goes  on  in  the 
kitchen. 

5.  “ Think,  I beseech  you,  how  you  would  like  to  be 
shut  up  for  life  in  this  dark  closet,  and  wag  backward  and 
forward  year  after  year,  as  I do.” — “As  to  that,”  said 
the  Dial,  “ is  there  not  a window  in  your  house  on  pur- 
pose for  you  to  look  through  ? ” 


FOURTH  READER. 


13 


6.  “ But  what  of  that  ? ” resumed  the  Pendulum. 
‘‘  Although  there  is  a window,  I dare  not  stop,  even  for 
an  instant,  to  look  out.  Besides,  I am  really  weary  of 
my  way  of  life ; and,  if  you  please,  I’ll  tell  you  how  I 
took  this  disgust  at  my  employment. 

7.  “ This  morning  I happened  to  be  calculating  how 
many  times  I should  have  to  tick  in  the  course  only  of 
the  next  twenty-four  hours.  Perhaps  some  of  you  above 
there  can  tell  me  the  exact  sum  ? ” — The  Minute-hand, 
being  quick  at  figures,  instantly  replied,  “ Eighty-six 
thousand  four  hundred  times.” — “Exactly  so,”  replied 
the  Pendulum. 

8.  “Well,  I appeal  to  you  all  if  the  thought  of  this 
was  not  enough  to  fatigue  one  ? And  when  I began  to 
multiply  the  strokes  of  one  day  by  those  of  months  and 
years,  really  it  is  no  wonder  if  I felt  discouraged  at  the 
prospect.  So,  after  a great  deal  of  reasoning  and  hesita- 
tion, thought  I to  myself,  4 I’ll  stop  ! ’ ” 

9.  The  Dial  could  scarcely  keep  its  countenance  during 
this  harangue ; but,  resuming  its  gravity,  thus  replied : 
“ Dear  Mr.  Pendulum,  I am  really  astonished  that  such 
a useful,  industrious  person  as  yourself  should  have  been 
overcome  by  this  suggestion. 

10.  “ It  is  true,  you  have  done  a great  deal  of  work  in 
your  time ; so  have  we  all,  and  are  likely  to  do ; and 
though  this  may  fatigue  us  to  think  of,  the  question  is, 
Will  it  fatigue  us  to  do?  Would  you  now  do  me  the 
favor  to  give  about  half  a dozen  strokes,  to  illustrate  my 
argument?” — The  Pendulum  complied,  and  ticked  six 
times  at  its  usual  pace. 

11.  “ Now,”  resumed  the  Dial,  “ was  that  exertion 
fatiguing  to  you  ? ” — “ Not  in  the  least,”  replied  the  Pen- 


14 


FOURTH  READER. 


dulum ; “ it  is  not  of  six  strokes  that  I complain,  nor  of 
sixty,  but  of  millions.55 

12.  “Very  good,55  replied  the  Dial;  “but  recollect 
that,  although  you  may  think  of  a million  strokes  in  an 
instant,  you  are  required  to  execute  but  one ; and  that, 
however  often  you  may  hereafter  have  to  swing,  a mo- 
ment will  always  be  given  you  to  swing  in.55 

13.  “ That  consideration  staggers  me,  I confess,55  said 
the  Pendulum. — “ Then  I hope,55  added  the  Dial-plate, 
“ we  shall  all  immediately  return  to  our  duty,  for  the 
people  will  lie  in  bed  till  noon  if  we  stand  idling 
thus.” 

14.  Upon  this,  the  Weights,  who  had  never  been  ac- 
cused of  light  conduct,  used  all  their  influence  in  urging 
him  to  proceed ; when,  as  with  one  consent,  the  Wheels 
began  to  turn,  the  Hands  began  to  move,  the  Pendulum 
began  to  swing,  and,  to  its  credit,  ticked  as  loud  as  ever ; 
while  a beam  of  the  rising  sun,  that  streamed  through  a 
hole  in  the  kitchen-shutter,  shining  full  upon  the  Dial- 
plate,  made  it  brighten  up  as  if  nothing  had  been  the 
matter. 

15.  When  the  farmer  came  down  to  breakfast,  he 

declared,  upon  looking  at  the  Clock,  that  his  watch  had 
gained  half  an  hour  in  the  night.  jane  Taylor. 


For  Preparation. — I.  The  use  of  each  one  of  the  parts  of  the  clock 
here  named  should  be  explained  in  the  recitation. 

II.  Pend'-u-lum,  stop'-page,  sat-is-fac'-tion,  as-sign'  (-sin'),  fa- 
tigue' (-t  eeg'). 

III.  Little , less , least : explain  the  difference  in  meaning  of  these  words. 
Also  of  much , more , most , and  of  quick,  quicker,  quickest. 

IV.  Give  the  meaning  of  the  following  expressions,  as  used  in  the 
piece,  in  your  own  words:  Dial-plate,  “credit  the  fable,”  “ineffectual 


FOURTH  READER. 


15 


effort,”  “formal  inquiry”  (i.  e.,  as  a court  examines  witnesses  and  takes 
testimony  from  those  who  are  supposed  to  know  anything  about  the  case), 
“ protested  their  innocence,”  disgust,  calculating,  fatigue,  “quick  at  figures,” 
discouraged,  harangue,  “resuming  its  gravity,”  half  a dozen,  illustrate, 
complied,  pace,  resumed,  instant,  execute. 

V.  What  happens  to  the  face  of  a person  when  he  “ changes  coun- 
tenance with  alarm  ” ? The  author  describes  the  parts  of  the  clock  as 
acting  like  persons : does  she  make  their  actions  correspond  also  to  their 
nature  as  parts  of  the  clock  ? (For  example  : “ The  Wheels  remained  mo- 
tionless from  surprise  ” — would  they  not  have  remained  motionless  without 
surprise  ? Would  not  the  Weights  have  hung  speechless  ?)  “ Point  of  strik- 
ing ” — how  docs  a clock  strike  ? “ Set  yourself  up  above  me  ” — what  two 

meanings  ? What  “ dark  closet  ” is  meant  ? “ Keep  its  countenance  ” (keep 
from  laughing  ?).  “ Overcome  by  this  suggestion  ” — what  suggestion  ? 

What  difference  between  thinking  of  something  to  do  and  executing  it  ? 
“That  consideration  staggers  me” — state  this  thought  in  other  words. 
What  two  meanings  to  the  word  “ light  ” ? (“  light  conduct  ” and  light 
weight.)  What  would  happen  to  a clock  if  the  weights  should  become 
light  ? (Clocks  with  weights  are  now  rarely  seen.) 


IV.— LOGICAL  ANALYSIS;  OR,  WHAT  TO  EMPHASIZE. 

PART  I. 

Reading  should  be  like  talking.  In  conversation  we 
do  not  speak  words  for  their  own  sake,  but  for  the  higher 
purpose  of  saying  something — that  is,  of  expressing  ideas . 

And  the  meaning  of  what  is  said  we  understand  read- 
ily by  the  way  the  words  are  spoken — by  the  louder 
tones  given  to  words  of  special  meaning. 

Now,  these  more  important  words  are  called  “Em- 

phatic.55 

And  the  louder  force  they  are  spoken  or  read  with  is 

called  “ Emphasis.55 

Emphasizing,  then,  in  reading,  is  merely  giving  the 
sense  with  the  voice.  If,  then,  we  wrould  learn  to  read 
with  the  same  intelligent  emphasis  and  natural  tones  that 
we  use  in  talking,  we  must  study  out  the  meaning  of 


16 


FOURTH  READER . 


what  we  are  to  read,  until  we  understand  it  as  well  as 
what  we  say  in  conversation. 

Suppose  a school-visitor  came  in  here,  and,  after  hear- 
ing a few  lessons,  said,  “ That  little  boy  reads  well,55  we 
should  know  just  what  he  meant  by  the  word  he  spoke 
loudest . 

If  he  said,  “ That  little  boy  reads  well 55 — emphasizing 
the  last  word  only — he  would  mean  to  tell  us  how  he 
reads.  He  would  make  that  idea  stand  out  distinctly , 
above  all  the  rest.  He  reads,  not  badly  or  indifferently, 
but  “ well.” 

Suppose  he  said,  “ That  little  boy  reads  well,55  then 
our  attention  would  be  specially  called  to  the  reading. 
That  emphasis  makes  the  reading  itself  stand  out  distinct 
from  any  other  lesson.  Whatever  else  he  may  do  poorly, 
he  “ reads 55  well. 

If  he  said,  “ That  little  boy  reads  well,55  he  would  mean 
that  the  boy , instead  of  the  girl,  or  others,  reads  well. 

“ That  little  boy  reads  well,55  means  that  the  little  boy, 
instead  of  the  larger  boy,  reads  well. 

“ That  little  boy  reads  well,55  means  that  that  one  little- 
boy,  as  distinct  from  some  other  little  boy  or  boys,  reads 
well. 

Now,  give  the  emphasis  so  as  to  make  us  thinh — 

1.  Of  the  “boy”  instead  of  the  girl. 

2.  Of  the  “ little 55  instead  of  the  larger  boy. 

3.  Of  some  “ one 55  particular  little  boy. 

4.  Of  the  “ reading 55  exercise. 

5.  Of  “ how 55  he  reads. 

Thus,  by  changing  the  emphasis,  five  different  mean- 
ings and  readings  have  been  given  to  that  line  of  five 
words ; and  we  learn  that  the  emphasis  depends  on  the 
sense,  and  the  sense  on  the  emphasis. 


FOURTH  READER . 


17 


Observe,  also,  that,  in  each  reading,  the  important 
word  is  that  which  expresses  the  distinctive  idea ; and 
when  the  idea  in  any  given  word  is  not  distinctive , the 
word  is  not  emphatic  ; and,  when  trying  to  think  out  the 
meaning  of  your  reading-lessons,  keep  in  mind,  to  aid 
you,  this  first  principle  of  “ Logical  Analysis  ” : 

The  distinctive  ideas  are  emphatic. 

PART  II. 

First,  there  must  be  some  distinct  “ thing  ” wre  are  to 
read  about,  and  attention  should  be  called  to  it  by  em- 
phasis, as  “ winter,”  or  “ summer  ” ; then,  there  must  be 
something  “said”  about  it,  distinct  from  all  other  say- 
ings, which  needs  emphasis : as,  “ Winter  has  gone , and 
summer  has  come” ; or,  “Winter  is  often  too  cold , and 
summer  too  warm  / and  so  spring  and  autumn  are  pleas- 
anter seasons  of  the  year.” 

The  last  words,  “ seasons  of  the  year,”  should  not  be 
emphasized  ; for  winter  and  summer  are  “ seasons  of  the 
year  ” too.  That  idea,  then,  is  not  distinctive  of  “ spring  ” 
and  “ autumn,”  and  is  not  emphatic.  The  writer  did  not 
intend  to  tell  us  that  they  are  “ seasons  of  the  year  ” 
(he  supposed  we  knew  that),  but  merely  that  they  are 
“ pleasanter.” 

Hence  the  second  principle  of  “Logical  Analysis  ” : 

What  is  well  known,  or  understood,  needs  no 

EMPHASIS. 

Emphasis  is  too  valuable  to  be  wasted.  Its  great 
use  is  to  introduce  to  hearers  the  new  important  ideas. 
And  so,  when  an  idea  has  been  introduced  once , it 
does  not  need  to  be  emphasized  right  over  again,  any 
more  than  a man  needs  to  be  introduced  to  the  same 
person  over  and  over  again.  Nor  do  persons  well  ac- 
2 


18 


FOURTH  READER. 


quainted  with  each  other  need  any  introduction.  No 
more  do  ideas,  familiar  and  well  understood,  need  eim 
phasis. 

If  we  add  to  the  thought  above,  that  spring  is 
pleasanter  than  winter,  too,  “ because  the  birds  and 
flowers  come  then,55  the  ideas  of  “ spring 55  and  “ win- 
ter,55 and  that  the  one  is  “ pleasanter55  than  the  other, 
having  all  been  given  with  emphasis  once,  only  the  new 
reason — that  the  “ birds  and  flowers  come  then 55 — re- 
quires the  “ extra  force.55 

u The  light  shines.55 

Both  “ light 55  and  “ shines 55  are  new,  and  need  em- 
phasis. 

“ The  moon  shines.55  “ The  stars  shine.55 

“ Shines 55  was  emphasized  before,  and  only  “ moon 55 
and  “ stars  55  are  new. 

“ The  stars  shine  dimly  to-night.55 

Now  both  “ stars 55  and  “ shine 55  are  understood,  and 
only  how  they  shine,  viz.,  “ dimly,55  needs  emphasis. 

“ The  stars  shine  dimly  to-night,  because  the  moon  is 
so  bright.55 

All  is  understood  now,  and  unemphatic,  except  the 
reason  why  they  shine  so  dimly,  “ because  the  moon  is  so 
bright  P 

PART  III. 

Read  this  verse  from  the  story  of  the  “ Prodigal  Son,55 
in  the  New  Testament : 

“ But  the  father  said  to  his  servants,  Bring  forth  the 
best  robe,  and  put  it  on  him  ; and  put  a ring  on  his  hand, 
and  shoes  on  his  feet.55 

What  did  the  father  order  his  servants  to  bring  forth  ? 

The  “ best  robefl  and  a “ ringfl  and  “ shoes.” 

These,  then,  are  emphatic,  because  they  are  all  dis- 


FOURTH.  READER. 


19 


tinctive  points;  for  the  poor  prodigal  was  ragged,  and 
his  hands  and  feet  were  bare.  But  if  we  try  to  make 
“ hands ” and  “ feet 55  distinctive  (reading,  “ and  put  a 
ring  on  his  hand,  and  shoes  on  his  feet”  as  we  too  often 
hear  it),  we  put,  in  the  place  of  the  gracious  command, 
a most  absurd  and  foolish  one : as  if  the  servants  needed 
to  be  told  just  where  to  put  the  ring,  lest  they  put  it  in 
one  ear,  or  in  his  nose ; or  j ust  where  to  put  the  shoes, 
lest  they  put  them  on  his  hands  ! Often  we  can  not  tell 
how  to  read  a line  until  we  look  at  what  is  before  and 
after  it. 

“ You  have  done  that  you  should  be  sorry  for,” 

would  be  the  right  reading  of  Brutus’s  words  to  Cassius 
in  the  quarrel-scene  from  “ Julius  Caesar,”  if  these  words 
stood  thus  alone.  But  when  we  read,  just  before  these, 
the  words  of  Cassius, 

“ Do  not  presume  too  much  upon  my  love ; 

I may  do  that  I shall  be  sorry  for,” 

we  learn  that  the  words  “that”  and  “sorry”  are  not 
distinctive  at  all,  but  common  to  botli  sayings,  while 
“have”  and  “should”  stand  out  in  sharp  contrast  to 
“ may  ” and  “ shall  ” ; and  that  the  true  reading  of  this 
reply  must  therefore  be, 

“You  have  done,  that  you  should  be  sorry  for.” 

Read  these  few  lines  from  the  “ Pickwick  Papers  ” : 

“ ‘ Wliat’s  your  name,  sir  ? ’ inquired  the  judge.  ‘ Sam 
Weller,  my  lord,’  replied  that  gentleman.  4 Do  you 
spell  it  with  a “V”  or  a “W”?’  inquired  the  judge. 
‘ That  depends  upon  the  taste  and  fancy  of  the  speller, 
my  lord,’  replied  Sam ; ‘ I never  had  occasion  to  spell  it 
more  than  once  or  twice  in  my  life,  but  I spells  it  with  a 


20 


FOURTH  READER. 


u yy  5 Here  a voice  in  the  gallery  exclaimed  aloud, 
‘ Quite  right,  too,  Samivel — quite  right ! Put  it  down 
a “ we,”  my  lord  ; put  it  down  a “ we.”  5 ” 

Thus  we  see  that  anything , from  a single  letter  to  a 
thought  in  Shakespeare  or  in  the  Bible,  may  be  the  dis- 
tinctive idea  requiring  emphasis. 

A general  rule  has  been  given  that  a word  once  read 
with  “ extra  force  ” needs  it  no  more.  But  sometimes 
a word  or  phrase  is  repeated  for  the  very  purpose  of  more 
emphasis ; then,  of  course,  the  word  is  spoken  more  and 
more  earnestly  as  it  is  repeated.  “You  must  not,  you 
must  not  go  so  near  the  edge  of  the  steep  bank  ! ” “ Oh, 

how  beautiful , how  beautiful  the  rainbow  is  ! ” “ Come 

over , come  over  the  river  to  me ! ” “ Oh,  dear  mamma  ! 

oh,  dear  mamma!”  So,  too,  words  like  “ himself,” 
“ itself,”  “ yourself,”  etc.,  are  used  for  the  sole  purpose 
of  emphasizing  another  word,  as,  “ He  did  it  himself  ”/ 
“ You  yourselves  are  to  blame  ” ; u It  is  an  attribute  to 
God  himself 1” 


JV.— THE  SPIDER  AND  THE  FLY 

1.  “ Will  you  walk  into  my  parlor  ? ” said  the  Spider  to 
the  Fly ; 

“ ’Tis  the  prettiest  little  parlor  that  ever  you  did 

spy- 

The  way  into  my  parlor  is  up  a winding  stair, 

And  I have  many  curious  things  to  show  when  you 
are  there.” 

“ Oh  no,  no,”  said  the  little  Fly ; “ to  ask  me  is  in 
vain, 

For  who  goes  up  your  winding  stair  can  ne’er  come 
dowm  again.” 


FOURTH  READER . 


21 


2.  “ Pm  sure  you  must  be  weary,  dear,  with  soaring  up 

so  high ; 

Will  you  rest  upon  my  little  bed?”  said  the  Spider 
to  the  Fly. 

“ There  are  pretty  curtains  drawn  around ; the  sheets 
are  fine  and  thin, 

And  if  you  like  to  rest  awhile,  I’ll  snugly  tuck  you 
in ! ” 

“ Oh  no,  no,”  said  the  little  Fly,  “ for  Pve  often  heard 
it  said, 

They  never,  never  wake  again  who  sleep  upon  your 
bed!” 

3.  Said  the  cunning  Spider  to  the  Fly : “ Dear  friend, 

what  can  I do 

To  prove  the  warm  affection  I’ve  always  felt  for  you  ? 
I have  within  my  pantry  good  store  of  all  that’s  nice ; 
I’m  sure  you’re  very  welcome — will  you  please  to 
take  a slice  ? ” 

“ Oh  no,  no,”  said  the  little  Fly ; “ kind  sir,  that  can 
not  be : 

I’ve  heard  what’s  in  your  pantry,  and  I do  not  wish 
to  see ! ” 

4.  “ Sweet  creature ! ” said  the  Spider,  “ you’re  witty 

and  you’re  wise ; 

ITow  handsome  are  your  gauzy  wings ! how  brilliant 
are  your  eyes ! 

I have  a little  looking-glass  upon  my  parlor  shelf ; 

If  you’ll  step  in  one  moment,  dear,  you  shall  behold 
yourself.” 

“ I thank  you,  gentle  sir,”  she  said,  “ for  what  you’re 
pleased  to  say, 

And,  bidding  you  good  morning  now,  I’ll  call  another 
day.” 


22  FOURTH  READER . 

5.  The  Spider  turned  him  round  about,  and  went  into 

his  den, 

For  well  he  knew  the  silly  Fly  would  soon  come  back 
again : 

So  he  wove  a subtle  web  in  a little  corner  sly, 

And  set  his  table  ready  to  dine  upon  the  Fly ; 

Then  came  out  to  his  door  again,  and  merrily  did 
sing : 

“ Come  hither,  hither,  pretty  Fly,  with  the  pearl  and 
silver  wing ; 

Your  robes  are  green  and  purple ; there’s  a crest  upon 
your  head ; 

Your  eyes  are  like  the  diamond  bright,  but  mine  are 
dull  as  lead ! 55 

6.  Alas,  alas ! how  very  soon  this  silly  little  Fly, 

Hearing  his  wily,  flattering  words,  came  slowly  flitting 

by;  f 

With  buzzing  wings  she  hung  aloft,  then  near  and 
nearer  drew, 

Thinking  only  of  her  brilliant  eyes  and  green  and  pur- 
ple hue, 

Thinking  only  of  her  created  head.  Poor,  foolish  thing ! 
At  last 

Up  jumped  the  cunning  Spider,  and  fiercely  held  her 
fast ; 

7.  He  dragged  her  up  his  winding  stair,  into  his  dismal 

den, 

Within  his  little  parlor — but  she  ne’er  came  out  again ! 

And  now,  dear  little  children,  who  may  this  story 
read, 

To  idle,  silly,  flattering  wrords,  I pray  you,  ne’er  give 
heed ; 


FOURTH  READER. 


23 


Unto  an  evil  counselor  close  heart  and  ear  and  eye, 
And  take  a lesson  from  this  tale  of  the  Spider  and  the 


For  Preparation. — I.  Is  the  spider  a “ cunning  ” animal  ? Is  the  fly  a 
pain  animal,  pleased  with  the  attentions  of  others,  or  only  a greedy  animal, 
that  likes  sweet  things  to  eat  ? 

II.  Walk,  par'-lor,  pret'-ti-est  (prlt'-),  stair,  -eu'-ri-ous,  wlnd'-ing, 
wea'-ry,  soar'-ing,  -eur'-taing,  a-while',  heard,  friend,  prove,  -ereat'- 
ure  (-yur),  gauz'-y,  brill'-iant,  new  (nu),  pleaged,  sub'- tie  (sut'i),  pearl, 
pfir'-ple,  di'-a-mond,  buzz'-ing,  fierge'-ly,  -eoun'-sel-or. 

III.  What  letters  are  omitted  in  ne’er,  I’m , I’ll , I’ve , that’s , you’re, 
what’s,  you’ll , there’s  ? 

IV.  Winding  stair,  curious,  soaring,  snugly,  cunning,  prove,  pantry, 
welcome,  “ gauzy  wings,”  behold,  “ wove,  a subtle  web,”  crest,  wily,  flitting, 
dismal,  counselor,  flattering. 

V.  Note  what  the  Spider  said  to  persuade  the  Fly,  in  the  first  stanza  (a 
beautiful  parlor ; then,  curious  things  to  see  up  the  winding  stair).  Second 
stanza  (a  bed,  with  pretty  curtains  and  fine  sheets ; kind  attentions  prom- 
ised by  the  Spider,  who  tries  to  show  how  anxious  he  is  for  the  Fly’s  com- 
fort). Third  stanza  (fine  things  to  eat  in  his  pantry — sugar  and  molasses, 
so  tempting  to  flies,  doubtless ; but  the  Fly  knows  better).  Fourth  stanza 
(praises  the  wit  and  wisdom  of  the  Fly ; then  her  personal  beauty,  gauzy 
wings,  brilliant  eyes ; has  a looking-glass  for  her  use.  The  Fly,  who  knew 
so  well  what  was  in  the  pantry,  now  concludes  to  believe  that  he  has  a look- 
ing-glass, and  promises  to  call ; thinks  that  it  will  be  too  sudden  a change 
of  mind  to  go  in  at  once).  Fifth  stanza  (the  Spider  has  found  the  weak  side 
of  the  vain  Fly,  and  now  sings  about  her  beauty  and  his  own  plainness). 
Sixth  stanza  (flattery  of  her  wings  and  eyes  secures  the  Spider’s  victim). 


1.  When  Nat  went  into  school  on  Monday  morning, 
lie  quaked  inwardly,  for  now  he  thought  lie  should  have 
to  display  his  ignorance  before  them  all.  But  Mr.  Bliaer 


Mary  Howitt. 


'VI.— STEPPING-STONES. 


24 


FOURTH  READER. 


gave  him  a seat  in  the  deep  window,  where  he  could  turn 
his  back  on  the  others,  and  Franz  heard  him  say  his  les- 
sons there,  so  that  no  one  could  hear  his  blunders,  or  see 
how  he  blotted  his  copy-book.  He  was  truly  grateful  for 
this,  and  toiled  away  so  diligently  that  Mr.  Bliaer  said, 
smiling,  wThen  he  saw  his  hot  face  and  inky  fingers : 

2.  “ Don’t  work  so  hard,  my  boy  ; you  will  tire  your- 
self out,  and  there  is  time  enough.” 

“ But  I must  work  hard,  or  I can’t  catch  up  with  the 
others.  They  know  heaps,  and  I don’t  know  anything,” 
said  Nat,  who  had  been  reduced  to  a state  of  despair  by 
hearing  the  boys  recite  their  grammar,  history,  and  geog- 
raphy with  what  he  thought  amazing  ease  and  accuracy. 

3.  “ You  know  a good  many  things  wdiich  they  don’t,” 
said  Mr.  Bhaer,  sitting  down  beside  him,  while  Franz 
led  a class  of  small  students  through  the  intricacies  of 
the  multiplication-table. 

“ Do  I ? ” and  Nat  looked  utterly  incredulous. 

“ Yes.  For  one  thing,  you  can  keep  your  temper,  and 
Jack,  who  is  quick  at  numbers,  can  not ; that  is  an  excel- 
lent lesson,  and  I think  you  have  learned  it  well.  Then, 
you  can  play  the  violin,  and  not  one  of  the  lads  can, 
though  they  want  to  do  it  very  much.  But,  best  of  all, 
Nat,  you  really  care  to  learn  something,  and  that  is  half 
the  battle.  It  seems  hard  at  first,  and  you  will  feel  dis- 
couraged ; but  plod  away,  and  things  will  get  easier  and 
easier  as  you  go  on.” 

4.  Nat’s  face  had  brightened  more  and  more  as  he 
listened,  for,  small  as  the  list  of  his  learning  was,  it 
cheered  him  immensely  to  feel  that  he  had  anything  to 
fall  back  upon.  “ Yes,  I can  keep  my  temper — father’s 
beating  taught  me  that ; and  I can  fiddle,  though  I don’t 
know  where  the  bay  of  Biscay  is,”  he  thought,  with  a 


FOURTH  READER . 


25 


sense  of  comfort  impossible  to  express.  Then  lie  said 
aloud,  and  so  earnestly  that  Demi  heard  him : 

5.  “ 1 do  want  to  learn,  and  I will  try.  I never  went 
to  school,  but  I couldn’t  help  it;  and,  if  the  fellows 
don’t  laugh  at  me,  I guess  I’ll  get  on  first-rate — you  and 
the  lady  are  so  good  to  me.” 

“They  sha’n’t  laugh  at  you.  If  they  do,  I’ll — I’ll — 
tell  them  not  to,”  cried  Demi,  quite  forgetting  where 
he  was. 

The  class  stopped  in  the  middle  of  7 times  9,  and 
every  one  looked  up  to  see  what  was  going  on. 

6.  Thinking  that  a lesson  in  learning  to  help  one 
another  was  better  than  arithmetic  just  then,  Mr.  Bhaer 
told  them  about  Nat,  making  such  an  interesting  and 
touching  little  story  out  of  it,  that  the  good-hearted  lads 
all  promised  to  lend  him  a hand,  and  felt  quite  honored 
to  be  called  upon  to  impart  their  stores  of  wisdom  to 
the  chap  who  fiddled  so  capitally.  This  appeal  estab- 
lished the  right  feeling  among  them,  and  Nat  had  few 
hindrances  to  struggle  against,  for  every  one  was  glad  to 
give  him  a “boost”  up  the  ladder  of  learning. 

Louisa  M.  Alcott. 

For  Preparation. — I.  Have  you  read  Miss  Alcott’s  “ Little  Men  ” ? 
This  extract  from  “ Little  Men  ” describes  the  kind  manner  in  which  a poor 
homeless  boy  was  received  into  the  private  school  at  Plumfield.  Nat 
Blake  had  been  found  in  a damp  cellar,  sick  and  friendless,  mourning  for 
his  dead  father  and  his  lost  violin,  with  which  he  had  earned  his  scanty 
living  as  a street  musician. 

II.  EagM-er,  bright'-ened  (bri'tnd),  list'-ened  (lis'nd),  touch'-ing, 
libn'-ored  (on'urd),  Bhaer  (pronounced  like  “ bare  ”),  Franz  (frants). 

III.  Nat  is  a nickname  (for-  Nathaniel).  Easy,  easier , easiest : what 

change  in  the  meaning  does  the  addition  of  cr  and  est  make  ? “ Father’s 

beating” — what  does  ’s  express?  What  is  omitted  in  can't ? — sha'n't 
(11  and  o)  ? 


26 


FOURTH  READER. 


IV.  Ignorance,  diligently,  reduced,  despair,  accuracy,  students,  intrica- 
cies, incredulous,  discouraged,  plod,  immensely,  established,  appeal,  hin- 
drances. 

V.  “ Quaked  inwardly  ” (i.  e.,  his  heart  beat  hard  with  fear)  ? Notice 

the  acts  of  kindness : having  him  say  his  lessons  where  the  others  could 
not  hear  his  blunders  (such  an  act  shows  what  is  called  a “ delicate  con- 
sideration ” for  Nat’s  feelings ; it  is  not  sufficient  to  be  kindly  disposed 
toward  others,  but  we  should  delicately  consider  their  feelings) ; then,  the 
gentle  manner  of  encouraging  the  boy  to  self-respect,  by  giving  him  credit 
for  what  he  already  knew,  such  as  playing  the  violin.  Notice  the  expres- 
sions : “ They  know  heaps,”  “ get  on  first-rate,”  “ fiddle,”  “ sha’n’t,” 

“ boost.”  (These  expressions  do  not  shock  us  when  we  hear  them  spoken 
by  boys  and  uneducated  people ; but  when  we  see  them  in  print  we  mark 
them  as  slang,  or  “vulgarisms,”  because  they  are  only  “colloquial,”  and 
are  avoided  by  refined  people.  The  writer  of  a story  is  obliged  to  use 
these  expressions  in  order  to  paint  the  characters  of  the  persons  of  the 
story ; but  we  should  learn  to  avoid  them  in  writing,  and  even  in  conver- 
sation.) 


/ VII. — THE  VOICE  OF  SPRING. 

1.  I come,  I come  ! ye  have  called  me  long; 

I come  o’er  the  mountains,  with  light  and  song. 

Ye  may  trace  my  step  o’er  the  waking  earth 
By  the  winds  which  tell  of  the  violet’s  birth, 

By  the  primrose  stars  in  the  shadowy  grass, 

By  the  green  leaves  opening  as  I pass. 

2.  I have  breathed  on  the  South,  and  the  chestnut-flowers 
By  thousands  have  burst  from  the  forest  bowers, 

And  the  ancient  graves  and  the  fallen  fanes 

Are  veiled  with  wreaths  on  Italian  plains ; 

But  it  is  not  for  me,  in  my  hour  of  bloom, 

To  speak  of  the  ruin  or  the  tomb ! 

3.  I have  looked  o’er  the  hills  of  the  stormy  North, 

And  the  larch  has  hung  all  his  tassels  forth ; 


FOURTH  READER . 


27 


The  fisher  is  out  on  the  sunny  sea, 

And  the  reindeer  bounds  o’er  the  pastures  free, 

And  the  pine  has  a fringe  of  softer  green, 

And  the  moss  looks  bright,  where  my  step  has  been. 

L I have  sent  through  the  wood-paths  a glowing  sigh, 
And  called  out  each  voice  of  the  deep  blue  sky, 

From  the  night-bird’s  lay  through  the  starry  time, 

In  the  groves  of  the  soft  Hesperian  clime, 

To  the  swan’s  wild  note  by  the  Iceland  lakes, 

When  the  dark  fir-branch  into  verdure  breaks. 

5.  From  the  streams  and  founts  I have  loosed  the  chain ; 
They  are  sweeping  on  to  the  silvery  main, 

They  are  flashing  down  from  the  mountain  brows, 
They  are  flinging  spray  o’er  the  forest  boughs, 

They  are  bursting  fresh  from  their  sparry  caves, 

And  the  earth  resounds  with  the  joy  of  waves. 

Felicia  Hemans . 


For  Preparation. — I.  Eight  of  the  thirteen  verses  of  this  piece  are 
omitted.  Can  you  describe  the  plants  mentioned — violet,  primrose,  chest- 
nut, larch,  pine,  moss  ? “ Hesperian  clime  ” (refers  to  the  western  countries 

of  Europe,  which  have  a mild  climate  through  the  influence  of  the  ocean- 
winds  that  blow  from  the  west  in  the  temperate  zones). 

II.  An'-cient  (an'shent),  veiled  (vaid),  wreathes  (reethz),  rein'-deer, 
sigh  (si),  bough  (bou),  voi^e,  bright  (brit),  mount'-ain§  (-inz). 

III.  Make  a list  of  the  name-words  in  the  first  and  second  stanzas  (words 
used  as  names  of  objects ; e.  g.,  mountains,  light,  song,  step,  earth,  winds, 
violet’s,  birth,  stars,  grass,  leaves,  etc.). 

IV.  Trace,  bowers,  glowing,  clime,  verdure,  “ silvery  main,”  “ loosed  the 
chain,”  resounds,  “fallen  fanes”  (ruined  temples). 

V.  How  is  the  approach  of  spring  to  be  known  ? (“  Trace  my  steps  by 

soft  winds,  primroses,  green  leaves.”)  Is  the  reindeer  referred  to  (3)  the 
one  used  in  Lapland  instead  of  the  horse  or  the  cow,  or  one  kept  in  a park 
as  a curiosity  ? (Mrs.  Hemans  lived  in  the  north  of  Wales.  Reference  to 
the  “ Iceland  lakes  ” shows  that  she  thought  of  the  effect  of  spring  on  the 
northern,  winter-bound  countries.) 

- 


28 


FOURTH  READER. 


Villi— DAN,  THE  FIREBRAND. 

1.  “ Please,  ma’am,  could  I speak  to  you  ? It  is  some- 
thing very  important,”  said  Nat,  popping  his  head  in  at 
the  door  of  Mrs.  Bhaer’s  room. 

It  was  the  fifth  head  which  had  popped  in  during  the 
last  half-hour ; but  Mrs.  Jo  was  used  to  it,  so  she  looked 
up,  and  said  briskly : 

“ What  is  it,  my  lad  ? ” 

2.  Nat  came  in,  shut  the  door  carefully  behind  him, 
and  said,  in  an  eager,  anxious  tone  : 

“ Dan  has  come ! ” 

“ Who  is  Dan  % ” 

“ He’s  a boy  I used  to  know  when  I fiddled  ’round  the 
streets.  He  sold  papers,  and  was  kind  to  me.  I saw 
him  the  other  day  in  town,  and  told  him  how  nice  it  was 
here,  and  he’s  come.” 

3.  “ But,  my  dear  boy,  that  is  rather  a sudden  way  to 
pay  a visit.” 

“ Oh,  it  isn’t  a visit ; he  wants  to  stay,  if  you  will  let 
him!”  said  Nat,  innocently. 

“Well,  but  I don’t  know  about  that,”  began  Mrs. 
Bhaer,  rather  startled  by  the  coolness  of  the  proposi- 
tion. 

4.  “Why,  I thought  you  liked  to  have  poor  boys 
come  and  live  with  you,  and  be  kind  to  them,  as  you 
were  to  me,”  said  Nat,  looking  surprised  and  alarmed. 

“So  I do ; but  I like  to  know  something  about  them 
first.  I have  to  choose  them,  because  there  are  so  many. 
I have  not  room  for  all.  I wish  I had.” 

“ I told  him  to  come  because  I thought  you’d  like  it ; 
but  if  there  isn’t  room,  he  can  go  away  again,”  said  Nat,, 
sorrowfully. 


FOURTH  READER. 


29 


5.  The  boy’s  confidence  in  her  hospitality  touched 
Mrs.  Bhaer,  and  she  could  not  find  the  heart  to  disappoint 
his  hope  and  spoil  his  kind  little  plan  ; so  she  said : 

“ Tell  me  about  this  Dan.” 

“ I don’t  know  anything,  only  he  hasn’t  got  any  folks, 
and  he’s  poor,  and  he  was  good  to  me ; so  I’d  like  to  be 
good  to  him,  if  I could.” 

6.  “ Excellent  reasons,  every  one.  But  really,  Nat,  the 
house  is  full,  and  I don’t  know  where  I could  put  him,” 
said  Mrs.  Bhaer,  more  and  more  inclined  to  prove  herself 
the  haven  of  refuge  he  seemed  to  think  her. 

“ He  could  have  my  bed,  and  I could  sleep  in  the  barn. 
It  isn’t  cold  now,  and  I don’t  mind.  I used  to  sleep  any- 
where with  father,”  said  Nat,  eagerly. 

7.  Something  in  his  speech  and  face  made  Mrs.  Jo 
put  her  hand  on  his  shoulder,  and  say,  in  her  kindest  tone : 

“ Bring  in  your  friend,  Nat ; I think  we  must  find 
room  for  him  without  giving  him  your  place.” 

Nat  joyfully  ran  off,  and  soon  returned,  followed 
by  a most  unprepossessing  boy,  who  slouched  in  and 
stood  looking  about  him,  with  a half -bold,  half -sullen 
look,  which  made  Mrs.  Bhaer  say  to  herself,  after  one 
glance : 

“ A bad  specimen,  I am  afraid.” 

8.  “ This  is  Dan,”  said  Nat,  presenting  him  as  if  sure 
of  his  welcome. 

“ Nat  tells  me  you  would  like  to  come  and  stay  with 
us,”  began  Mrs.  Jo,  in  a friendly  tone. 

“ Yes,”  was  the  gruff  reply. 

“ Have  you  no  friends  to  take  care  of  you  2 ” 

“No.” 

“ Say  ‘ No,  ma’am,’  ” whispered  Nat. 

“ Sha’n’t,  neither  ! ” muttered  Dan. 


30 


FOURTH  READER. 


9.  “ IIow  old  are  you  ? ” 

“ About  fourteen.” 

“ You  look  older.  What  can  you  do  ? ” 

“ ’Most  anything.” 

“ If  you  stay  here,  we  shall  want  you  to  do  as  the 
others  do — work  and  study,  as  well  as  play.  Are  you 
willing  to  agree  to  that  ? ” 

. “ Don’t  mind  trying.” 

10.  “ Well,  you  can  stay  a few  days,  and  we  will  see 

how  we  get  on  together. — Take  him  out,  Hat,  and  amuse 
him  till  Mr.  Bhaer  comes  home,  when  we  will  settle  about 
the  matter,”  said  Mrs.  Jo,  finding  it  rather  difficult  to  get 
on  with  this  cool  young  person,  who  fixed  his  big  black 
eyes  on  her  with  a hard,  suspicious  expression,  sorrow- 
fully unboyish.  Louisa  M_  Alcoit 


For  Preparation. — I.  A short  time  after  Nat  had  been  received  into 
the  school  at  Plumfield,  the  events  described  in  this  and  the  next  piece  took 
place. 

II.  Please,  dur'-ing,  anx'-ioiis  (ank'shus),  in'-no-gent-ly,  touched 
(tucht),  rea'-§on§  (re'znz),  ea'-ger  (e'-),  shoul'-der,  friend'-ly,  whis'- 
pered. 

III.  Make  a list  of  ten  of  the  name-words  of  this  piece,  and  change 
them  so  as  to  make  each  of  them  express  more  than  one  (need,  needs ; door, 
doors  ; room,  rooms  ; lad,  lads,  etc.). 

IY.  Lad,  choose,  folks,  bold,  presenting,  reply,  muttered,  agree,  amuse, 
difficult,  important,  briskly,  alarmed,  surprised,  confidence,  hospitality,  dis- 
appoint, excellent,  inclined,  “ haven  of  refuge,”  returned,  unprepossessing, 
slouched,  sullen,  specimen,  welcome,  gruff,  suspicious. 

Y.  Notice  the  language  that  the  boys  use : “ Hasn’t  got  any  folks,” 
“ Sha’n’t,  neither,”  “ ’Most  anything,”  “ Don’t  mind  trying.”  Point  out 
the  expressions  which  you  consider  improper,  and  suggest  the  proper 
ones. 


FOURTH  READER . 


31 


?IX.— DAN’S  BULL-FIGHT, 

1.  One  Saturday  afternoon,  as  a party  of  the  boys 
went  out  to  play,  Tommy  said : 

“ Let’s  go  down  to  the  river  and  cut  a lot  of  new  fish- 
poles.” 

“ Take  Toby  to  drag  them  back,  and  one  of  us  can 
ride  him  down,”  proposed  Stuffy,  who  hated  to  walk. 

“ That  means  you,  I suppose.  Well,  hurry  up",  lazy- 
bones ! ” said  Dan. 

2.  Away  they  went,  and,  having  got  the  poles,  were 
about  to  go  home,  when  Demi  unluckily  said  to  Tommy, 
who  was  on  Toby,  with  a long  rod  in  his  hand : 

“ You  look  like  the  picture  of  the  man  in  the  bull- 
fight, only  you  haven’t  got  a red  cloth,  or  pretty  clothes 
on.” 

“ I’d  like  to  see  one ; wouldn’t  you  ? ” said  Tommy, 
shaking  his  lance. 

3.  “ Let’s  have  one.  There’s  old  Buttercup,  in  the  big 
meadow : ride  at  her,  Tom,  and  see  her  run,”  proposed 
Dan,  bent  on  mischief. 

“ No,  you  mustn’t,”  began  Demi,  who  was  learning  to 
distrust  Dan’s  propositions. 

“ Why  not,  little  fuss-button  ? ” demanded  Dan. 

“ I don’t  think  Uncle  Fritz  wrould  like  it.” 

“ Did  he  ever  say  we  must  not  have  a bull-fight  ? ” 

“ No,  I don’t  think  he  ever  did,”  admitted  Demi. 

4.  “Then  hold  your  tongue. — Drive  on,  Tom,  and 
here’s  a red  flag  to  flap  at  the  old  thing.  I’ll  help  you  to 
stir  her  up.”  And  over  the  wall  went  Dan,  full  of  the  new 
game,  and  the  rest  followed  like  a flock  of  sheep — even 
Demi,  who  sat  upon  the  bars,  and  watched  the  fun  with 
interest. 


32 


FOURTH  READER. 


5.  Poor  Buttercup  was  not  in  a very  good  mood,  for 
slie  had  lately  been  bereft  of  her  calf,  and  mourned  for 
the  little  thing  most  dismally.  Just  now  she  regarded 
all  mankind  as  her  enemies  (and  I do  not  blame  her) ; so, 
when  the  matadore  came  prancing  toward  her  with  the 
red  handkerchief  flying  at  the  end  of  his  lance,  she  threw 
up  her  head  and  gave  a most  appropriate  “ Moo  ! 55 

6/  Tommy  rode  gallantly  at  her,  and  Toby,  recogniz- 
ing an  old  friend,  was  quite  willing  to  approach  ; but, 
when  the  lance  came  down  on  her  back  with  a loud 
whack,  both  cow  and  donkey  were  surprised  and  dis- 
gusted. Toby  backed  with  a bray  of  remonstrance,  and 
Buttercup  lowered  her  horns  angrily. 

“ At  her  again,  Tom ! She’s  jolly  cross,  and  will 
do  it  capitally ! 55  called  Dan,  coming  up  behind  with 
another  rod,  while  Jack  and  Ned  followed  his  ex- 
ample. 

7.  Seeing  herself  thus  beset,  and  treated  with  such 
disrespect,  Buttercup  trotted  around  the  field,  getting 
more  and  more  bewildered  and  excited  every  moment ; 
for,  whichever  way  she  turned,  there  was  a dreadful  boy 
yelling,  and  brandishing  a new  and  very  disagreeable  sort 
of  whip.  It  was  great  fun  for  them,  but  real  misery  for 
her ; but  she  soon  lost  patience,  and  turned  the  tables  in 
a most  unexpected  manner. 

8.  All  at  once  she  wheeled  short  around  and  charged 
full  at  her  old  friend  Toby,  whose  conduct  cut  her  to  the 
heart.  Poor,  slow  Toby  backed  so  precipitately  that  he 
tripped  over  a stone,  and  down  went  horse,  matadore, 
and  all,  in  one  ignominious  heap ; while  distracted  But- 
tercup took  a surprising  leap  over  the  wall,  and  galloped 
wildly  out  of  sight  down  the  road. 


FOURTH  READER . 


33 


9.  “ Catch  her  ! — stop  her ! — head  her  off ! Run,  boys, 
run ! ” shouted  Dan,  tearing  after  her  at  his  best  pace ; 
for  she  was  Mr.  Bhaer’s  pet  Alderney,  and,  if  anything 
happened  to  her,  Dan  feared  it  would  be  all  over  with 
him.  Such  a running,  and  racing,  and  bawling,  and 
puffing,  as  there  was  before  she  was  caught ! The  fish- 
poles  were  left  behind.  Toby  was  trotted  nearly  off  his 
legs  in  the  chase ; and  every  boy  was  red,  breathless,  and 
scared. 

10.  They  found  poor  Buttercup,  at  last,  in  a flower- 
garden,  where  she  had  taken  refuge,  worn  out  with  the 
long  run.  Borrowing  a rope  for  a halter,  Dan  led  her 
home,  followed  by  a party  of  very  sober  young  gentle- 
men ; for  the  cow  was  in  a sad  state,  having  strained  her 
shoulder  in  jumping,  so  that  she  limped,  her  eyes  looked 
wild,  and  her  glossy  coat  was  wet  and  muddy. 


For  Preparation. — I.  Continuation  of  the  story  of  Dan.  “ Alderney  ” 
(fine  breed  of  cows).  “ Mat'-a-dore  ” (the  man  who  kills  the  bull  in  the 
bull-fight). 

IT.  Mead'-ow,  m!s'-clhef  (-chif),  tongue  (tung),  -eaught  (kawt),  s-eared, 
fol'-lowed,  don'-key. 

III.  Make  a list  of  ten  name-words  in  this  piece  that  express  more  than 
one  object  each,  and  change  them  so  as  to  express  only  one  (poles,  pole, 
etc.). 

IV.  Lance,  proposed,  distrust,  admitted,  flap,  interest,  mood,  bereft, 
mourned,  dismally,  regarded,  enemies,  blame,  prancing,  appropriate,  gal- 
lantly, recognizing,  willing,  approach,  whack,  bray,  remonstrance,  capitally, 
beset,  bewildered,  disagreeable,  misery,  patience,  unexpected,  charged,  con- 
duct, precipitately,  ignominious,  distracted,  galloped,  pace,  refuge,  halter, 
limped. 

V.  “ Lot  of  fish-poles  ” — use  a better  expression  for  “ lot,”  and  also  for 
“lazy-bones,”  “haven’t  got,”  “ fuss-button,”  “old  thing,”  “jolly  cross.” 


Louisa  M.  Alcott. 


3 


34 


FOURTH  READER . 


/CX.—' THE  FOX  AND  THE  CAT. 

1.  The  Fox  and  the  Cat,  as  they  traveled  one  day, 

With  moral  discourses  cut  shorter  the  way. 

“’Tis  great/5  says  the  Fox,  “to  make  justice  our  guide.” 
“ IIow  godlike  is  mercy ! ” Grimalkin  replied. 

2.  While  thus  they  proceeded,  a Wolf  from  the  wood, 
Impatient  of  hunger  and  thirsting  for  blood, 

Rushed  forth — as  he  saw  the  dull  shepherd  asleep — - 
And  seized  for  his  supper  an  innocent  sheep. 

“ In  vain,  wretched  victim,  for  mercy  you  bleat ; 
When  mutton’s  at  hand,”  says  the  Wolf,  “ I must  eat.” 

3.  The  Cat  was  astonished;  the  Fox  stood  aghast, 

To  see  the  fell  beast  at  his  bloody  repast. 

“ What  a wretch  ! ” says  the  Cat.  “ ’Tis  the  vilest  of 
brutes ! 

Does  he  feed  upon  flesh,  when  there’s  herbage  and 
roots  ? ” 

Cries  the  Fox : “ While  our  oaks  give  us  acorns  so  good, 
What  a tyrant  is  this,  to  spill  innocent  blood ! ” 

4.  Well,  onward  they  marched,  and  they  moralized  still, 
Till  they  came  where  some  poultry  picked  chaff  by  a 

mill ; 

Sly  Reynard  surveyed  them  with  gluttonous  eyes, 
And  made,  spite  of  morals,  a pullet  his  prize. 

A mouse,  too,  that  chanced  from  her  covert  to  stray, 
The  greedy  Grimalkin  secured  as  her  prey. 

5.  A Spider,  that  sat  in  her  web  on  the  wall, 

Perceived  the  poor  victims,  and  pitied  their  fall : 

She  cried,  “ Of  such  murders  how  guiltless  am  I ! ” 
Then  ran  to  regale  on  a new-taken  fly. 


J.  Cunningham , 


m 


v 


'Jh 


FOURTH  READER. 


35 


For  Preparation. — I.  You  have  read  the  story  of  “ The  Discontented 
Pendulum,”  “ The  Spider  and  the  Fly,”  and  now  you  come  to  “ The  Fox 
and  the  Cat.”  These  stories  are  called  fables , not  because  they  tell  merely 
what  did  not  happen,  but  because  they  tell  what  never  could  happen. 
Franklin’s  story  of  “ The  Whistle,”  Wordsworth’s  “ Kitten  and  the  Falling 
Leaves,”  Miss  Alcott’s  story  of  “ Nat,”  etc.,  all  may  have  happened — and 
similar  things  will  happen.  But  a fable . relates  what  could  not  possibly 
have  happened.  Its  object  is  to  bring  out  a moral. 

II.  Trav'-eled,  guide  (gid),  thirst' -ing,  shep'-herd  (-erd),  seized, 
wretch'-ed,  a-ghast',  herb'-age  (erb'ej),  poul'-try,  sur-veyed',  per- 
ceived', brutes.  (How  is  u pronounced  after  r ?) 

III.  Make  a list  of  five  name- words  which  express  more  than  one  object 
by  the  addition  of  s or  es)  or  by  some  other  change  (discourses,  brutes,  etc.). 
Change  ten  name-words  that  express  one  object  each,  so  as  to  make  them 
express  more  than  one  (foxes,  cats,  days,  ways,  etc.). 

IY.  Proceeded,  impatient,  hunger,  victim,  bleat,  mutton,  astonished, 
repast,  “ fell  beast,”  brutes,  tyrant,  moralized,  “ spite  of  morals,”  pullet, 
covert,  secured,  prey,  regale. 

Y.  Do  we  laugh  at  the  idea  of  a cat  and  a fox  making  “ moral  dis- 
courses ” (like  a preacher)?  Why?  What  names  are  given  to  the  cat 
besides  Grimalkin?  (See  Lesson  II.)  Who  is  called  Reynard  ? Difference 
between  sheep  and  mutton  ?— between  hens  and  poultry  ? Do  the  cat  and  the 
fox  really  like  “ herbage  and  roots  and  acorns”  themselves?  Were  the 
poultry  e*ating  the  chaff,  or  picking  it  over  for  the  grain  left  in  it  ? Differ- 
ence between  greedy  and  gluttonous  ? What  is  absurd  in  the  words  and 
actions  of  the  spider  ? Are  we  not  all  more  apt  to  sec  the  evil  deeds 
of  others  than  we  arc  to  correct  our  own  ? 


XI.— THE  LARK. 

1.  A little  child  went  into  the  meadow  just  sprinkled 
with  dew,  and  a thousand  little  suns  glanced  up  at  him, 
and  a Lark  arose,  warbling  her  morning  lay. 

2.  This  Lark  announced  the  joys  of  the  coming  sea- 
son, and  awakened  endless  hopes  ; while  she  herself  soared 


36 


FOURTH  READER . 


circling  higher  and  higher,  till  her  song  was  at  last  like 
the  voice  of  an  angel  far  up  in  the  clear,  bine  sky. 

3.  The  child  had  seen  the  earth-colored  bird  soar  on 
high,  and  it  seemed  to  him  as  if  the  earth  had  sent  her 
forth  to  announce  her  joy  and  her  gratitude  to  the  snn 
above,  because  he  had  in  friendliness  and  love  turned  his 
beaming  face  again  toward  her. 

4.  The  Lark  warbled  her  joyous  and  exultant  lay 
above  the  hopeful  fields ; she  sang  of  the  loveliness  of 
the  morning,  and  of  the  earliest  sunbeams  playing  in 
youthful  freshness ; of  the  gladsome  springing  of  the 
flowers,  and  of  the  joyful  sprouting  of  the  fruit-stalks; 
and  the  song  pleased  the  child  beyond  measure. 

5.  But  the  Lark  soared  still  higher  in  her  circlings, 
and  her  song  grew  softer  and  fainter  still ; and  she  sang 
of  pleasure-trips  with  a friend  to  free  and  sunny  hill-tops, 
and  of  pleasing  expectations  that  rise  out  of  the  blue  and 
fragrant  distance. 

6.  The  child  did  not  exactly  understand  what  he 
heard,  but  would  have  been  glad  to  understand  it ; for  he 
was  now  in  expectation  of  wonderfully  glorious  things. 
Eagerly  he  looked  upward  after  the  unwearied  bird ; but 
she  was  lost  in  ,the  fragrance  of  spring. 

Y.  Then  the  child  bent  his  head,  turning  one  ear  to 
the  sky,  to  learn  whether  the  little  messenger  of  spring 
was  no  longer  singing.  In  her  vanishing  tones  he  heard 
how  she  sang  of  her  longings  after  the  pure  and  all-pres- 
ent light. 

8.  Much  longer  did  he  listen  ; for  the  notes  of  the  song 
bore  him  away  to  regions  which  his  thoughts  had  never 
before  reached,  and  he  felt  himself  happier  than  ever  in 
that  blissful,  upward  flight. 


FOURTH  READER. 


37 


9.  But  now  the  Lark  came  quickly  down  again,  be- 
cause its  little  body  was  too  heavy  for  the  high  air,  and 
its  wings  were  not  strong  nor  large  enough  for  the  pure 
element. 

10.  Then  the  red  Corn-Poppies  laughed  at  the  plain 
little  bird,  and  cried  out  with  a shrill  voice  to  one  another, 
and  to  the  surrounding  stalks  of  corn : “ Now  you  see 
that  nothing  comes  of  flying  so  high,  and  striving  for 
empty  air,  since  one  loses  his  time,  and  brings  back  noth- 
ing but  weary  limbs  and  an  empty  stomach. 

11.  “ That  ugly,  ill-dressed  little  creature  wished  to 
exalt  herself  above  us  all,  and  kept  up  a mighty  noise. 
It  lies  there  now  on  the  ground,  and  can  scarcely  breathe 
any  longer.  But  we  have  kept  our  places  at  the  feast, 
and  have  prudently  stuck  to  the  solid  ground,  and  have 
grown  a great  deal  fatter  and  stronger.55 

12.  The  other  little  Poppies  loudly  clapped  applause, 
so  that  the  child’s  ears  tingled,  and  he  was  about  to  pun- 
ish them  for  their  malicious  delight,  when  a sky-blue 
Flower,  just  in  blossom,  took  the  word,  and  with  gentle 
voice  thus  addressed  her  younger  companions  : “ Do  not 
suffer  yourselves,  my  dears,  to  be  led  astray  by  appear- 
ances, nor  by  talk  based  on  outward  show. 


13.  “ True,  the  Lark  is  tired  out,  and  it  is  but  empty 
space  into  which  she  has  soared ; but  it  is  not  empty 
space  that  the  Lark  has  sought,  nor  has  she  come  empty 
home.  She  strove  for  freedom  and  light,  and  light  and 
freedom  has  she  praised  in  her  song. 

14:.  ^ Ea&h_ajid  its  joys  she  left  behind,  but  she  drank 
instead  the  pure  air  of  life,  and  learned  that  it  is  not  the 
earth  but  the  sun  that  is  abiding.  Iler  desire  to  sing  and 
to  soar  to  the  sun  will  make  men  praise  her  name  long 


38 


FOURTH  READER. 


after  these  silly  boasters  shall  have  gone  down  into  and 
been  buried  in  the  ground.” 

15.  The  Lark  heard  this  kind-hearted  speech,  and, 
with  strength  renewed,  she  sprang  again  into  the  cheer- 
ful sky.  The  child  clapped  his  little  hands  for  joy  that 
the  bird  had  flown  up  again,  and  the  Corn-Poppies  were 
mute,  and  their  red  faces  grew  pale  with  shame. 

Translated  by  J.  C.  Pickard  from  F.  W.  Carove. 


For  Preparation. — I.  In  what  country  is  the  lark  found  ? What 
“ little  suns  ” glanced  up  at  him  ? (shining  dew-drops.) 

II.  M&ad'-ow,  sea'-gon  (se'zn),  a-wak'-ened  (-nd),  ear'-li-est,  llst'-en 
(lis'n),  re'-gions  (-junz),  vol'-a-tile,  stom'-ach,  -ereat'-ure  (-yur),  ex-tolled'. 

III.  Write  out  ten  of  the  name-words  in  this  piece,  and  change  them 
so  as  to  express  possession  (child’s,  meadow’s,  sun’s,  lark’s,  etc.). 

IV.  Warbling,  lay,  announced,  soared,  converse,  gratitude,  exultant, 
vanishing,  presentiments,  ether,  exalt,  prudently,  applause,  malicious,  void, 
abiding,  demanded,  retain,  mute. 

V.  Study  out  the  meaning  of  the  words  in  this  piece,  and  then  make 
short  sentences,  in  your  own  words,  describing  what  the  Lark  did : 1.  The 
Lark  warbled  her  morning  song.  2.  TJie  Lark  told  of  the  joys  of  the  coming 
summer.  3.  The  Lark  made  all  who  heard  her  hopeful.  4.  The  Lark 
soared  higher  and  higher,  in  circles ; etc. 


XII.— THE  COMPLAINT  OF  THE  WILD  FLOWERS. 

1.  In  tbe  corner  of  a large  field,  and  close. to  a swift- 
running brook,  grew  a great  many  wild  flowers.  The 
farmer  had  not  driven  his  plow  near  them;  and,  as  it 
was  not  a meadow,  the  cows  and  sheep  had  not  cropped 
them  off.  They  had  a very  pleasant  time  of  it.  The  sun 
shone  on  them  all  day  long,  the  soft  wind  played  with 
them.  Many,  by  reaching  over  a little,  could  see  them- 
selves in  the  water,  and  they  could  all  hear  the  sweet 


FOURTH  READER . 


39 


songs  of  the  birds,  who  had  built  their  nests  in  a tree 
close  by. 

“ How  gay  we  look,  in  our  snug  little  corner ! ” said 
the  Daisy  one  day  ; “ that  last  shower  has  made  us  all  so 
fresh ! ” 

2.  “It  is  all  very  well,”  said  a Dandelion  who  grew 
close  by,  “ but  this  place  is  too  dull  for  me.  I want  to 
go  and  see  the  world.” 

“ That  is  very  foolish  ! ” said  a piece  of  Ivy,  who  had 
been  busy  for  the  last  three  years  covering  up  some  large 
stones  that  were  lying  in  a heap  beside  the  brook ; “ wan- 
dering about  is  not  the  way  to  get  on.” 

“ Well,”  said  the  Daisy,  “I  should  be  quite  content  if 
only  the  little  children  would  come  and  see  us,  and  clap 
their  hands,  and  say  how  pretty  we  are ! ” 

3.  A Lark,  whose  nest  was  close  by,  heard  what  the 
Daisy  said,  and  loved  her  for  it ; so  he  flew  up  in  the  air, 
and  sang  as  he  went : 

“ The  Daisy  has  a gold  eye  set  round  with  silver. 
She  looks  always  up  into  the  sky  like  a little  star ; but  she 
does  not  shine  at  night.  When  the  dew  begins  to  fall, 
the  Daisy  shuts  her  eye  and  sleeps.  But  the  birds  sing 
on,  for  they  love  the  little  flower,  she  is  so  meek  and  fair.” 

The  Daisy  heard  what  the  Lark  said,  and  blushed 
quite  red.  If  you  look  well  among  the  daisies,  you  will 
find  some  of  them  always  blushing. 

4.  “ It  is  quite  true,”  said  the  Buttercup,  when  the 
Lark  had  flown  so  high  they  could  no  longer  hear  him* 
“ Little  children  once  loved  us  very  much,  but  now  they  go 
by  to  school,  and  do  not  even  look  at  us  ! I am  as  bright 
a yellow  as  any  flower  can  be — so  bright  that  they  used 
to  put  me  under  their  chins  to  see  who  loved  butter; 
I made  a little  chin  a bright  yellow,  and  they  laughed* 


40 


FOURTH  READER . 


and  said,  ‘ See  how  lie  loves  butter  ! ? I .was  merry  to 
hear  how  they  laughed.  They  called  me  Buttercup  be- 
cause I was  as  yellow  as  butter.” 

5.  “I  hope  I am  yellow  too,”  said  the  Dandelion, 
“ and  larger  than  Buttercup.  The  Lark  called  the  Daisy  a 
star  ; but  I am  like  a small  sun.  I am  not  a single  flower, 
like  Buttercup,  but  a great  many  little  flowers  made  into 
one  large  one.  When  I go  to  seed  I shall  have  a round, 
white  head ; then  my  head  will  blow  to  pieces,  and  I shall 
set  out  on  my  travels.  Wherever  I stop  I shall  plant  one 
of  my  seeds.  There  will  be  more  dandelions  than  ever 
next  year.” 

6.  “Wait  till  yon  see  if  we  leave  you  any  room!” 
said  a gruff  voice,  and  they  all  knew  that  it  was  a Thistle 
who  spoke.  “ My  seeds  fly  about,  Cousin  Dandelion,  like 
yours  ; and  my  prickly  leaves  take  up  so  much  room,  I 
am  not  sure  you  will  have  space  to  grow.” 

That  was  true  enough,  for  the  thistle  is  larger  than 
the  dandelion,  and,  though  its  flower  is  pretty  and  red, 
no  one  can  gather  it  without  pricking  himself. 

7.  “I  am  glad  I have  no  prickles,”  said  a sweet  voice, 
that  filled  the  air  with  scent.  “ I like  to  be  plucked  by 
the  little  children.  I send  out  a sweet  smell  to  meet 
them,  and  they  cry,  ‘ There  is  a Yiolet ! 5 They  lift  up 
my  green  leaves  gently  one  by  one ; they  find  me  hidden 
there,  and  their  eyes  sparkle  with  pleasure  as  they  carry 
me  off.” 

“Every  one  loves  you,  dear  Yiolet ! ” said  the  Daisy, 
“ and  your  sweet  scent  attracts  more  even  than  your  beau- 
tiful color  and  thick,  green  leaves.” 

8.  “Yes,  it  must  be  the  scent,”  said  aDog-Yiolet,  who 
was  growing  where  every  one  could  see  him ; “ for  my 


41 


FOURTH  READER . 

leaves  are  just  like  my  sister’s,  and  I have  a larger  blos- 
som, yet  no  one  cares  to  gather  me.  It  surely  can  not  be 
because  I am  a few  shades  lighter  in  color.” 

“No,  no!”  said  a Cowslip,  shaking  his  long,  yellow 
bells ; “ it  is  scent  you  lack.  But  even  we  who  have  it 
are  not  loved  by  little  children  as  we  should  be. 

9.  “ When  they  named  me  Cowslip,  because  my  breath 
is  like  that  of  the  cow,  so  sweet  and  pure,  they  used  al- 
ways to  gather  me.  The  mothers  made  wine  and  tea  of 
me,  but  the  little  children  made  me  into  cowslip-balls — 
round  balls — bright-yellow  balls.  They  threw  me  in  the 
air,  and  I filled  it  with  scent,  and  dropped  down  into  their 
little  hands  again,  giddy  with  my  pleasant  flight.  But 
now,”  said  the  Cowslip,  in  a sad  voice,  “ the  little  children 
do  not  know  how  to  make  cowslip-balls.”  All  the  flow- 
ers sighed,  they  were  so  sorry  the  little  children  did  not 
love  them. 


For  Preparation. — I.  Dandelion  (dent  = tooth:  tooth  of  the  lion). 
Daisy  (day’s-eye).  Cowslip  (cow’s-lip). 

IT.  Field  (feid),  grew  (groo),  plow,  could  (kood),  reach'-ing,  mead'- 
ow,  built  (bnt),  dai'-§y,  laughed,  pies'-es,  -eou§'-in  (kuz'n),  sighed  (sid), 
show'-er,  dan'-de-K-on,  this'-tle  (this'si),  eyes  (iz),  beau'-ti-ful  (bu'->, 
sgent  (also  cent  and  sent). 

III.  Certain  words  are  used  for  the  speaker,  or  the  person  spoken  to  or 
spoken  of,  to  avoid  repetition  of  name-words  (these  are : I,  thou,  you,  he, 
she,  it) ; they  are  called  pronouns.  Find  eight  pronouns  in  this  piece. 

IV.  Gruff,  scent,  plucked,  gently,  sparkle,  attracts,  complaint,  merry, 
blushed,  giddy,  flight,  wandering,  content,  “ the  way  to  get  on.” 

V.  In  what  way  does  ivy  cover  up  stones  ? Is  the  song  of  the  Lark 
about  the  Daisy  true  ? Do  you  know  any  other  wild  flowers  besides  those 
mentioned  here  ? Was  there  anything  envious  in  the  speech  of  the  Dog- 
Violet?  What  is  envy  ? Was  the  Cowslip  envious  too  ? 


42 


FOURTH  READER. 


XIII.— ALICE  FELL 

1.  Tlie  post-boy  drove  with  fierce  career, 

For  threatening  clouds  tlie  moon  had  drowned, 
When  suddenly  I seemed  to  hear 
A moan,  a lamentable  sound. 

2.  As  if  the  wind  blew  many  ways, 

I heard  the  sound,  and  more  and  more  ; 

It  seemed  to  follow  with  the  chaise, 

And  still  I heard  it  as  before. 

3.  At  length  I to  the  boy  called  out ; 

He  stopped  his  horses  at  the  word ; 

But  neither  cry,  nor  voice,  nor  shout, 

Nor  aught  else  like  it,  could  be  heard. 

4.  The  boy  then  smacked  his  whip,  and  fast 

The  horses  scampered  through  the  rain ; 

And  soon  I heard  upon  the  blast 

The  voice,  and  bade  them  halt  again. 

5.  Said  I,  alighting  on  the  ground, 

“ What  can  it  be,  this  hideous  moan  ? ” 

And  there  a little  girl  I found, 

Sitting  behind  the  chaise  alone* 

6.  My  cloak  ! ” — no  other  word  she  spoke, 

But  loud  and  bitterly  she  wept, 

As  if  her  little  heart  would  burst ; 

And  down  from  off  her  seat  she  leapt. 

7.  “ What  ails  you,  child  ? ’’ — She  sobbed,  u Look  here ! 

I saw  it  in  the  wheel  entangled, 

A weather-beaten  rag  as  e’er 

From  any  garden  scarecrow  dangled. 


FOURTH  READER. 


43 


8.  ?Twas  twisted  between  nave  and  spoke; 

Her  help  she  lent,  and,  with  good  heed, 
Together  we  released  the  cloak — 

A miserable  rag  indeed  ! 

9.  “ And  whither  are  yon  going,  child, 

To-night,  along  these  lonesome  ways  ? ” 
“ To  Durham,”  answered  she,  half  wild. 

“ Then  come  wTith  me  into  the  chaise.” 

10.  She  sat  like  one  past  all  relief  ; 

Sob  after  sob  she  forth  did  send 
In  wuetchedness,  as  if  her  grief 

Could  never,  never  have  an  end. 

11.  “My  child,  in  Durham  do  you  dwell  ? ” 

She  checked  herself  in  her  distress, 

And  said  : “ My  name  is  Alice  Fell ; 

I’m  fatherless  and  motherless ; 

12.  “And  I to  Durham,  sir,  belong!” 

Again,  as  if  the  thought  would  choke 
Her  very  heart,  her  grief  grew  strong, 

And  all  was  for  her  tattered  cloak ! 

13.  The  chaise  drove  on ; our  journey’s  end 

Was  nigh  ; and,  sitting  by  my  side, 

As  if  she  had  lost  her  only  friend 

She  wept,  nor  would  be  pacified. 

14.  Up  to  the  taVern-door  we  post ; 

Of  Alice  and  her  grief  I told, 

And  I gave  money  to  the  host, 

To  buy  a new  cloak  for  the  old. 


44 


FOURTH  READER. 


15.  “ And  let  it  be  of  duffel  gray, 

As  warm  a cloak  as  man  can  sell ! ” 

Proud  creature  was  she  the  next  day, 

The  little  orphan,  Alice  Fell. 

William  Wordsworth . 


For  Preparation. — I.  The  story  of  a poor  little  orphan  girl  who  tries 
to  ride  behind  the  chaise  to  Durham  on  a rainy  night.  Her  miserable  cloak 
gets  entangled  in  the  wheels,  and  her  moans  attract  the  attention  of  a kind 
old  gentleman  inside  the  coach.  Wordsworth  loved  to  write  poems  de- 
scribing kind  acts  done  to  the  poor  and  suffering.  Find,  on  the  map,  Dur- 
ham in  England. 

II.  Fierce,  nei'-ttier,  re-lief',  -ereat'-ure,  blew  (biu)  (and  blue), 
§hai§e  (shaz),  nave  (and  knave). 

III.  Make  a list  of  ten  action-words  in  this  piece  (words  which  tell  what 
the  objects  expressed  by  the  “ name-words  ” do ; as,  drove,  had  drowned, 
seemed,  hear,  blew,  heard,  follow). 

IV.  “ Fierce  career,”  threatening,  suddenly,  halt,  alighting,  hideous,  bit- 
terly, entangled,  scarecrow,  dangled,  ails,  spoke,  heed,  released,  lonesome, 
dwell,  checked,  nigh,  pacified,  tavern,  host,  “duffel  gray”  (coarse  woolen 
cloth  having  a thick  nap). 

Y.  “A  moan,  a lamentable  sound”  (he  says  “ moan,”  and  then  adds  a 
description  of  it).  “As  if  the  wind  blew  many  ways  ” (carrying  the  sound 
with  different  degrees  of  clearness). 


XIV.— WHAT  ALICE  SAID  TO  THE  KITTEN. 

1.  One  thing  was  certain : that  the  white  kitten  had 
had  nothing  to  do  with  it ; it  was  the  black  kitten’s  fault 
entirely.  For  the  white  kitten  had  been  having  its  face 
washed  by  the  old  cat  for  the  last  quarter  of  an  hour 
(and  bore  it  pretty  well,  considering) : so  you  see  that  it 
couldn’t  have  had  any  hand  in  the  mischief. 

2.  The  way  Dinah  washed  her  child’s  face  was  this : 
First  she  held  the  poor  thing  down  by  its  ear  with  one 


FOURTH  READER. 


45 


paw,  and  then  with  the  other  paw  she  rubbed  its  face  all 
over,  the  wrong  way,  beginning  at  the  nose  ; and  just 
now,  as  I said,  she  was  hard  at  work  on  the  white  kitten, 
which  was  lying  quite  still  and  trying  to  purr — no  doubt 
feeling  that  it  was  all  meant  for  its  good. 

3.  But  the  black  kitten  had  been  finished  with  earlier 
in  the  afternoon  ; and  so,  while  Alice  was  sitting  curled  up 
in  a corner  of  the  great  arm-chair,  half  talking  to  herself 
and  half  asleep,  the  kitten  had  been  having  a grand  game 
of  romps  with  the  ball  of  worsted  that  Alice  had  been 
trying  to  wind  up,  and  had  been  rolling  it  up  and  down 
till  it  had  all  come  undone  again;  and  there  it  was, 
spread  over  the  hearth-rug,  all  kinds  of  tangles,  with  the 
kitten  running  after  its  own  tail  in  the  middle. 

4.  “ Oh,  you  wicked,  wicked  little  thing ! 55  cried  Alice, 
catching  up  the  kitten,  and  giving  it  a kiss  to  make  it 
understand  that  it  was  in  disgrace.  “ Really,  Dinah 
ought  to  have  taught  you  better  manners  ! — You  ought, 
Dinah  ; you  know  you  .ought ! ” she  added,  looking  re- 
proachfully at  the  old  cat,  and  speaking  in  as  cross  a 
voice  as  she  could  manage ; and  then  she  scrambled  back 
into  the  arm-chair,  taking  the  kitten  and  the  worsted 
with  her,  and  began  winding  up  the  ball  again. 

5.  But  she  didn’t  get  on  very  fast,  as  she  was  talking 
all  the  time,  sometimes  to  the  kitten  and  sometimes  to 
herself.  Kitty  sat  very  demurely  on  her  knee,  pretend- 
ing to  watch  the  progress  of  the  winding,  and  now  and 
then  putting  out  one  paw  and  gently  touching  the  ball, 
as  if  it  would  be  glad  to  help,  if  it  might. 

6.  “ Do  you  know  what  to-morrow  is,  kitty  ? ” Alice 
began.  “ You’d  have  guessed  if  you’d  been  up  in  the 
window  with  me ; only  Dinah  was  making  you  tidy,  so 


46 


FOURTH  READER. 


you  couldn’t.  I was  watching  the  boys  getting  in  sticks 
for  the  bonfire ; and  it  takes  plenty  of  sticks,  kitty ! But 
it  got  so  cold,  and  it  snowed  so,  they  had  to  leave  off. 

Y.  “ Never  mind,  kitty;  we’ll  go  and  see  the  bonfire 
to-morrow.”  Here  Alice  wound  two  or  three  turns  of 
the  worsted  round  the  kitten’s  neck,  just  to  see  how  it 
would  look  : this  led  to  a scramble,  in  which  the  ball 
rolled  down  upon  the  floor,  and  yards  and  yards  of  it  got 
unwound  again. 

8.  “ Do  you  know,  I was  so  angry,  lutty,”  Alice 
went  on,  as  soon  as  they  were  comfortably  settled  again, 
“ when  I saw  all  the  mischief  you  had  been  doing,  I was 
very  nearly  opening  the  window  and  putting  you  out  into 
the  snow  ? And  you’d  have  deserved  it,  you  little,  mis- 
chievous darling ! What  have  you  got  to  say  for  your- 
self ? Now,  don’t  interrupt  me  ! ” she  went  on,  holding 
up  one  finger.  “ I’m  going  to  tell  you  all  your  faults. 
Number  One  : You  squeaked  twice  while  Dinah  was 
washing  your  face  this  morning. 

9.  “ Now,  you  can’t  deny  it,  kitty ; I heard  you ! 
What’s  that  you  say  ? ” — pretending  that  the  kitten  was 
speaking. — “ Her  paw  went  into  your  eye  ? Well,  that’s 
your  fault,  for  keeping  your  eyes  open.  If  you’d  shut 
them  tight  up,  it  wouldn’t  have  happened.  Now,  don’t 
make  any  more  excuses,  but  listen.  Number  Two  : You 
pulled  Snowdrop  away  by  the  tail,  just  as  I had  put  down 
the  saucer  of  milk  before  her. — What  ? you  were  thirsty, 
were  you  ? How  do  you  know  she  wasn’t  thirsty  too  ? 
Now  for  Number  Three  : You  unwound  every  bit  of  the 
worsted  while  I wasn’t  looking ! 

10.  “ That’s  three  faults,  kitty,  and  you’ve  not  been 
punished  for  any  of  them  yet.  You  know,  I’m  saving  up 


FOURTH  READER. 


47 


all  your  punishments  for  Wednesday  week. — Suppose 
they  had  saved  up  all  my  punishments,”  she  went  on, 
talking  more  to  herself  than  to  the  kitten,  “ what  would 
they  do  at  the  end  of  a year  ? I should  be  sent  to  prison, 
I suppose,  when  the  day  came.  Or — let  me  see — sup- 
pose each  punishment  was  to  be  going  without  a dinner  ? 
Then,  when  the  miserable  day  came,  I should  have  to  go 
without  fifty  dinners  at  once.  Well,  I shouldn’t  mind 
that  much.  I’d  far  rather  go  without  them  than  eat 
them.”  Lewis  Carroll. 


For  Preparation. — I.  From  “ Through  the  Looking-Glass.’7  “ One 
thing  was  certain:  that  the  white  kitten  had  had  nothing  to  do  with  it” 
(tangling  up  Alice’s  worsted).  “ Snowdrop  ” is  the  name  of  the  white  kit- 
ten. u Dinah  ” is  the  old  cat. 

II.  Mls'-chief  (-chif),  ear'-li-er,  talk'-ing  (tawk'-),  wprst'-ed  (wo'ost'-), 
a-gain'  (-gen'),  hearth  (harth),  wick'-ed,  -eatch'-ing,  knee  (nee),  touch'- 
ing  (tuch'-),  faults,  thirst'-y. 

III.  When  an  action-word  is  used,  it  tells  something  that  an  object  does. 
Make  a list  of  ten  of  the  action-words  in  this  piece,  and  write  before  each 
the  name  of  the  object  which  it  tells  about  (Dinah — washed,  held,  etc.). 

IY.  Certain,  considering,  tangle,  disgrace,  reproachfully,  manage,  de- 
murely, pretending,  progress,  bonfire,  deserved,  interrupt,  excuses,  punished, 
miserable,  “Wednesday  week”  (i.  e.,  a week  from  next  Wednesday). 

V.  “ Wicked  little  thing.”  Is  wicked  a word  that  can  be  applied  to  ani- 
mals ? Why  not  ? Is  it  laughable  to  apply  it  to  animals  ? Is  it  laughable 
to  speak  of  a kitten  as  the  cat’s  “ child  ” — of  a kitten  “ feeling  that  it  was 
all  meant  for  its  good  ” — as  if  the  kitten  were  human,  and  could  think  ? 
Find  the  other  laughable  expressions  which  speak  of  the  animals  as  though 
they  had  human  thoughts  and  feelings  (“  Dinah  ought  to  have  taught  you 
better  manners,”  etc.).  We  sometimes  laugh  at  a person  who  says  or 
thinks  one  thing  and  does  another : was  it  laughable  for  Alice  to  call  the 
kitten  “ wicked,”  and  then  kiss  it  ? Find  other  absurd  things  like  this 
(“  mischievous  darling,”  etc.). 


48 


FOURTH  READER. 


XV.— THE  SPIDER. 

1.  A child  went  with  his  father  into  the  vineyard, 
and  there  saw  a bee  in  the  web  of  an  ugly  spider.  The 
spider  was  just  opening  his  fangs  to  attack  the  bee,  when 
the  child  took  his  stick,  broke  the  web,  and  set  the  little 
prisoner  free. 

2.  When  his  father  saw  this,  he  asked  the  boy  how  he 
could  be  so  regardless  of  the  toilsome  and  beautiful  web 
which  the  spider  had  prepared  with  so  much  ingenuity. 

3.  The  child  replied,  “ Has  the  spider  not  directed  all 
his  ingenuity  to  blood  and  malice,  while  the  bee  collects 
honey  and  wax,  from  which  man  derives  much  pleasure 
and  benefit  ? 55 

4.  “ But,”  said  the  father,  “ perhaps  you  have  done 
the  spider  injustice ; -for,  see  how  his  web  protects  the 
grapes  from  flies  and  wasps,  that  otherwise  would  do 
much  mischief!” 

5.  “ Ah  ! ” said  the  boy,  “ it  is  not  with  the  intent  to 
shield  the  grapes,  but  to  satisfy  his  thirst  for  blood,  that 
the  spider  labors  with  so  much  dexterity.” 

“ True,”  said  the  father ; “ probably  the  spider  has 
little  reason  to  be  concerned  about  the  grapes.” 

6.  “ Then,”  said  the  boy,  “ the  good  the  spider  does  is 
of  no  avail  to  his  spiteful  character ; for  a good  intention 
is  certainly  the  only  merit  in  a good  deed.” 

7.  “True,”  said  the  father;  “but  Nature,  you  see, 
knows  how  to  apply  even  malicious  things  for  the  preser- 
vation of  the  good  and  useful.” 

8.  “And  why,”  asked  the  boy,  “does  the  spider 
not  work  his  web  in  social  union,  like  the  bees,  that  live 
together  with  so  much  comfort  and  happiness  ? ” 


FOURTH  READER. 


49 


9.  “ Dear  child,”  said  the  father,  “ only  for  good  ends 
can  multitudes  associate.  The  bond  of  malice  and  selfish- 
ness carries  the  seed  of  destruction  within  itself ; but 
Nature  has  placed  the  hostile  and  the  friendly,  the  ma- 
licious and  the  good,  side  by  side,  so  that  the  contrast 
might  be  the  greater,  and  thus  convey  a lesson  to  those 
who  are  willing  to  learn.”  jr.  A.  Krummacher. 


For  Preparation. — I.  Is  this  story  a fable,  or  could  the  event  here  de- 
scribed have  actually  happened?  (See  Lesson  X.) 

II.  Yine'-yard  (vln'-),  beau'-ti-ful  (bu'-),  un'-ion,  as-so'-ci-ate 

(-shi-at),  hon'-ey,  mis'-chief  (-chif). 

III.  Action-words  express  the  time  in  which  the  action  is  performed. 
To  express  past  time,  some  add  ed ; some  make  other  changes.  Make  a 
list  of  ten  action-words  in  this  piece  that  express  past  time,  and  write  op- 
posite each  the  word  expressing  present  time  (went — go  ; saw — see ; was — 
is ; took — take  ; broke — break  ; set — set ; asked — ask,  etc.). 

IV.  Ugly,  fangs,  attack,  regardless,  toilsome,  web,  replied,  directed, 
malice,  derives,  benefit,  avail,  spiteful,  intention,  merit,  apply,  malicious, 
social,  multitudes,  destruction,  hostile.  (The  stiff,  pompous  language  into 
which  this  fable  is  translated  should  all  be  paraphrased  into  such  words  as 
the  pupil  uses.  It  will  make  a gpod  language-lesson.) 

V.  The  spider’s  labors  are  spoken  of  as  showing  “ ingenuity,”  M dex- 
terity,” and  what  else  ? Illustrate  the  meaning  of  these  words  by  telling 
what  the  spider  does  that  shows  dexterity,  etc.  What  do  you  think  of 
the  reason  which  the  father  gives  for  the  fact  that  spiders  do  not  work 
together  in  company  ? (“  social  union.”)  Do  not  wolves  hunt  in  droves, 
and  robbers  and  burglars  work  together  ? But,  on  the  other  hand  are  evil 
men  likely  to  be  faithful  and  kind  toward  each  other  ? 


XVI  — ALICE’S  DREAM  OF  THE  CHESS-QUEENS. 

1.  “ I didn’t  know  I was  to  have  a party  at  all,”  said 
Alice ; “ but  if  there  is  to  be  one,  I think  I ought  to 
invite  the  guests.” 

4 


60 


FOURTH  READER . 


“ We  gave  yon  the  opportunity  of  doing  it,55  the  Red 
Queen  remarked  ; “ but  I dare  say  you’ve  not  had  many 
lessons  in  manners  yet.” 

2.  “ Manners  are  not  taught  in  lessons,”  said  Alice. 
“ Lessons  teach  you  to  do  sums,  and  things  of  that  sort.” 

“ Can  you  do  addition  ? ” the  White  Queen  asked. 
u Wliat’s  one  and  one,  and  one  and  one,  and  one  and 
one,  and  one  and  one,  and  one  and  one  ? ” 

3.  “ I don’t  know,”  said  Alice.  “ I lost  count.” 

“ She  can’t  do  addition,”  the  Red  Queen  interrupted. 
— ' “ Can  you  do  subtraction  ? Take  nine  from  eight.” 

“ Nine  from  eight ! I can’t,  you  know,”  Alice  re- 
plied, very  readily ; “ but — ” 

4.  a She  can’t  do  subtraction,”  said  the  White  Queen. 
- — “ Can  you  do  division  ? Divide  a loaf  by  a knife — 
what’s  the  answer  to  that?” — “I  suppose — ” Alice  was 
beginning ; but  the  Red  Queen  answered  for  her : “ Bread 
and  butter,  of  course.  Try  another  subtraction  sum  : 
Take  a bone  from  a dog,  what  remains  ? ” 

5.  Alice  considered.  “ The  bone  wouldn’t  remain, 
of  course,  if  I took  it ; and  the  dog  wouldn’t  remain — it 
would  come  to  bite  me;  and  I’m  sure  I shouldn’t  re- 
main ! ” 

“ Then  you  think  nothing  would  remain  ? ” said  the 
Red  Queen. 

“ I think  that’s  the  answer.” 

6.  “ Wrong,  as  usual,”  said  the  Red  Queen  ; “ the 
dog’s  temper  would  remain.” 

“ But  I don’t  see  how — ” 

“ Why,  look  here  ! ” the  Red  Queen  cried.  “ The 
dog  would  lose  his  temper,  wouldn’t  he  ? ” 

“ Perhaps  he  would,”  Alice  replied,  cautiously. 


FOURTH  READER . 


51 


7.  “ Then,  if  the  dog  went  away,  his  temper  would 
remain ! ” the  Bed  Queen  exclaimed,  triumphantly. 

Alice  said,  as  gravely  as  she  could,  “ They  might  go 
different  ways.”  But  she  couldn’t  help  thinking  to  her- 
self, “ What  dreadful  nonsense  we’re  talking ! ” 

“ She  can’t  do  sums  a bit ! ” the  queens  said  together, 
with  great  emphasis. 

8.  “ Can  you  do  sums  ? ” Alice  said,  turning  suddenly 
on  the  White  Queen ; for  she  didn’t  like  being  found 
fault  with  so  much. 

The  queen  gasped,  and  shut  her  eyes.  “ I can  do  ad- 
dition,” she  said,  “ if  you  give  me  time ; but  I can’t  do 
subtraction  under  any  circumstances.” 

9.  “ Of  course  you  know  your  ABC?”  said  the  Red 
Queen. 

“ To  be  sure  I do  ! ” said  Alice. 

“ So  do  I,”  the  White  Queen  whispered ; “ we’ll  often 
say  it  over  together,  dear.  And  I’ll  tell  you  a secret : I 
can  read  wTords  of  one  letter ! Isn’t  that  grand  ? How- 
ever, don’t  be  discouraged ; you’ll  come  to  it  in  time.” 

10.  Here  the  Red  Queen  began  again.  “Can  you  an- 
swer useful  questions  ? ” she  said.  “ How  is  bread  made  ? ” 

“I  know  that!”  Alice  cried,  quickly.  “You  take 
some  flour — ” 

“ Where  do  you  pick  the  flower  ? ” the  White  Queen 
asked — “ in  a garden,  or  in  the  hedges  ? ” 

“Well,  it  isn’t  picked  at  all,”  Alice  explained;  “it’s 
ground — ” 

“ How  many  acres  of  ground  ? ” said  the  White 
Queen.  “ You  mustn’t  leave  out  so  many  things.” 

11.  “Fan  her  head !”  the  Red  Queen  anxiously  in- 
terrupted. “ She’ll  be  feverish  after  so  much  thinking.” 


52 


FOURTH  READER . 


So  tliey  set  to  work,  and  fanned  her  with  branches  of 
leaves,  till  she  had  to  beg  them  to  leave  off,  it  blew  her 
hair  about  so. 

“ She’s  all  right  again  now,”  said  the  Red  Queen. 
“ Do  you  know  languages  ? What’s  the  French  for  ‘ fid- 
dle-de-dee ’ ? ” 

“ ‘ Fiddle-de-dee5  is  not  English,”  Alice  replied, 
gravely. 

“ Who  ever  said  it  was  ?”  asked  the  Red  Queen. 

12.  Alice  thought  she  saw  a w^ay  out  of  the  difficulty 
this  time.  “ If  you’ll  tell  me  what  language  ‘ fiddle-de- 
dee  ’ is,  I’ll  tell  you  the  French  for  it !”  she  exclaimed, 
triumphantly. 

But  the  Red  Queen  drew  herself  up  rather  stiffly,  and 
said,  “ Queens  never  make  bargains.” 

“ I wish  queens  never  asked  questions,”  Alice  thought 
to  herself. 

13.  “ Don’t  let  us  quarrel,”  the  White  Queen  said,  in 
an  anxious  tone.  66  What  is  the  cause  of  lightning  ? ” 

“ The  cause  of  lightning,”  Alice  said,  very  decidedly, 
for  she  felt  quite  certain  about  this,  u is  the  thunder — no, 
no!”  she  hastily  corrected  herself ; “ I meant  the  other 
way.” 

“ It’s  too  late  to  correct  it,”  said  the  Red  Queen ; 
“ when  you’ve  once  said  a thing,  that  fixes  it,  and  you 
must  take  the  consequences.”  Lewis  Carroll . 


For  Preparation. — I.  From  “ Through  the  Looking-Glass,”  or  Alice’s 
dream  of  what  she  saw  when  she  walked  through  the  looking-glass  into  the 
room  on  the  other  side. 

II.  Guests,  qulck'-ly,  ex-plained',  a'--ere§  (a'kerz),  lan'-gua-ge§, 
•eon'-se-quen-ges. 

III.  Make  a list  of  five  action-words  in  this  piece  that  express  past  time 
with  ed ; of  five  expressing  past  time  in  other  ways. 


FOURTH  READER . 


S3 


IV.  Invite,  opportunity,  addition,  interrupted,  subtraction,  replied,  read- 
ily, division,  remains,  considered,  usual,  temper,  cautiously,  triumphantly, 
gravely,  nonsense,  fault,  gasped,  circumstances,  secret,  grand,  discouraged, 
hedges,  difficulty,  bargains,  quarrel,  correct,  fixes. 

V.  The  opportunity  for  absurd  and  laughable  situations  is  found  in  this 
story,  in  the  fact  that  everything  seen  in  a looking-glass  is  changed  from 
right  to  left.  There  is  a change  of  this  sort  even  in  the  methods  of  think- 
ing of  the  chess-queens  that  Alice  meets. 


XVII.— IN  THE  FOREST. 

1.  In  the  cottage  it  was  dull  and  close  and  quiet, 
while  out  of  doors  everything  seemed  to  smile  and  exult 
in  the  clear  air  and  boundless  world.  So  the  child  went 
out  into  the  green  wood,  of  which  the  dragon-fly  had  told 
him  so  many  pleasant  things. 

2.  There  he  found  everything  even  more  beautiful 
and  lovely  than  he  had  been  told.  For,  wherever  he 
went,  the  tender  mosses  kissed  his  feet,  the  grasses 
clasped  his  knees,  the  flowers  caressed  his  hands,  the 
bushes  stroked  his  cheeks  kindly  and  coolingly,  and  the 
tall  trees  welcomed  him  to  their  fragrant  shadow. 

3.  There  was  no  end  to  his  delight.  The  little  birds 
of  the  forest  piped  and  sang  as  well  as  they  could,  and 
skipped  and  flitted  gayly  about,  and  the  little  wood-flow- 
ers vied  with  each  other  in  beauty  and  fragrance,  and 
every  sweet  sound  took  a sweet  odor  by  the  hand,  and  so 
wrent  down  into  the  heart  of  the  child  and  had  a merry 
wedding-dance. 

4.  The  nightingale  and  the  lily  of  the  valley  led  the 
dance.  Each  lived  so  entirely — single  and  alone — in  the 


54 


FOURTH  READER. 


heart  of  the  other,  that  one  could  not  tell  whether  the 
notes  of  the  nightingale  were  winged  lilies,  or  the  lilies 
nightingale-notes  visible  like  dew-drops. 

5.  The  child  was  filled  with  joy.  He  sat  down,  and 
almost  thought  he  must  take  root  and  dwell  among  the 
little  plant-people,  that  he  might  take  part  more  inti- 
mately in  their  tender  joys. 

6.  For  he  had  an  inward  satisfaction  in  the  secret, 
quiet,  obscure  life  of  the  moss  and  heather,  which  knew 
nothing  of  storm,  nor  of  frost,  nor  of  the  burning  heat  of 
the  sun ; but  were  well  content  with  their  many  neigh- 
bors and  friends,  refreshing  themselves,  in  peace  and  good- 
fellowship,  with  the  dew  and  the  shadow  bestowed  upon 
them  by  the  lofty  trees. 

7.  For  them  indeed  it  was  always  a high  festival  when 
a sunbeam  sought  them  out ; while  the  tops  of  the  tall 
trees  above  them  found  great  delight  only  in  the  glowing 
red  of  morning  and  evening. 

Translated  by  J.  C.  Pickard  from  F.  W.  Carove. 


For  Preparation. — I.  In  the  “ Story  without  an  End,”  from  which  also 
the  piece  about  “ The  Lark  ” (Lesson  XI.)  was  taken,  the  child  goes  out 
into  the  forest  to  see  for  himself  the  wonderful  things  which  the  dragon-fly 
has  described  to  him. 

II.  Cot'-tage,  pleasant,  beau'-ti-ful,  wh£r-ev'-er,  de-light'  (-lit'), 
•eould  (kood),  mght'-in-gale,  lil'-y,  val'-ley,  breathed,  naught  (nawt), 
bowed  (boud),  lil'-ie§,  thought  (thawt),  peo'-ple  (pe'pl),  heath'-er,  neigh'- 
bors  (na'burz),  growths,  sought  (sawt). 

III.  Change  the  following  so  as  to  express  present  time : was,  seemed, 
went,  told,  kissed,  clasped.  Find  other  action-words  expressing  past  time, 
in  the  third,  fourth,  and  fifth  paragraphs. 

IV.  Exult,  boundless,  dragon-fly,  clasped,  ‘‘birds  piped,”  vied,  fra- 
grance, visible,  intimately,  obscure. 


FOURTH  READER. 


88 

V.  In  this  story  of  the  child’s  visit  to  the  forest,  and  of  his  communion 
with  the  flowers  and  birds,  the  birds  and  flowers  are  represented  as  having 
human  feelings  and  habits.  The  child  is  like  a poet,  and  fancies  animals 
and  things  to  be  alive,  to  possess  souls,  and  to  act  like  human  beings. 


XVIII.— EMPHASIS  BY  TIME. 

We  observed,  in  our  first  lesson,  that  we  know  the 
meaning  of  what  is  said  to  us  by  the  louder  tones  given 
to  the  important  words — that  is,  by  the  emphasis  of 
“force”  Listen  to  another  way  by  which  a word  is 
made  emphatic.  “ Y-o-u  did  that ; I Jc-n-o-io  you  did.” 

Observe  that  “ you  ” and  u know  ” are  spoken  more 
slowly  than  the  other  words — that  we  give  more  time  to 
them. 

“ Time”  then,  as  well  as  “ force,”  helps  us  to  empha- 
size. 

As  louder  force  is  represented  to  the  eye  by  printing 
the  emphatic  words  in  italics  and  capitals,  so  longer 
time  may  be  represented  to  the  eye  by  spacing  the  words 
to  which  it  can  be  given,  thus : “ Y-o-u  are  the  very 
s-o-u-1  of  mischief , and,  if  you  don’t  behave  letter , I shall 
send  you  a-w-a-y.” 

We  can  not  stretch  out  the  long  time  on  the  syllable 
“ mis  ” in  mischief,  or  “ let  ” in  better.  And  the  reason 
is,  that  these  syllables  are  short  (by  nature  and  good 
usage),  and  time  long  enough  for  good  emphasis  can  be 
given  only  to  the  longer  sounds.  But,  when  the  accented 
syllables  are  open  and  long,  remember  that  the  emphasis 
of  time  is  much  more  thoughtful  and  graceful  than  that 
of  force. 

“ ‘ Thanks  ! ’ said  the  judge ; ‘ a s-w-e-e-t-e-r  draught 
From  a f-a-i-r-e-r  hand  was  never  quaffed.’  ” 


56 


FOURTH  READER . 


“ I had  a brother  once,  a g-r-a-cious  boy, 

A summer  b-l-o-o-m  on  his  f-a-i-r  cheeks,  a s-m-i-l-e 
Parting  his  innocent  lips.  In  one  short  hour, 

The  pretty,  li-a-r-m-less  boy  was  s-l-a-i-n.” 

“ Oh ! you  h-a-r-d  hearts,  you  c-r-u-e-1  men  of  Rome ! ” 

“ D-e-a-r,  gentle , p-a-tient,  n-o-b-l-e  Nell  was  dead — 
n-o  s-l-e-e-p  so  b-e-a-u-tiful  and  c-a-l-m.” 

“ Gentle  ” and  “dead”  are  short,  and  can  not  take 
long  time ; so  they,  like  all  other  short  syllables,  must  be 
emphasized  by  force  and  slide. 


XIX.— THE  SHIPWRECK  OF  ROBINSON  CRUSOE. 

1.  Nothing  can  describe  the  confusion  of  thought 
whicli  I felt  when  I sank  into  the  water ; for  though  I 
swam  very  well,  yet  I could  not  deliver  myself  from  the 
waves  so  as  to  draw  breath,  till  that  wave,  having  driven 
me,  or  rather  carried  me,  a vast  way  on  toward  the  shore, 
and  having  spent  itself,  went  back,  and  left  me  upon  the 
land  almost  dry,  but  half  dead  with  the  water  I took  in. 

2.  I had  so  much  presence  of  mind  as  well  as  breath 
left,  that,  seeing  myself  nearer  the  mainland  than  I ex- 
pected, I got  upon  my  feet,  and  endeavored  to  make  on 
toward  the  land  as  fast  as  I could,  before  another  wave 
should  return  and  take  me  up  again.  But  I soon  found 
it  was  impossible  to  avoid  it ; for  I saw  the  sea  come  after , 
me  as  high  as  a great  hill,  and  as  furious  as  an  enemy 
which  I had  no  means  or  strength  to  contend  with. 

3.  My  business  was  to  hold  my  breath,  and  raise  my- 
self upon  the  water,  if  I could ; and  so,  by  swimming,  to 


FOURTH  READER. 


57 


preserve  my  breathing  and  pilot  myself  toward  the  shore, 
if  possible : my  greatest  concern  now  being,  that  the  wave, 
as  it  would  carry  me  a great  way  toward  the  shore  when 
it  came  on,  might  not  carry  me  back  again  with  it  when 
it  gave  back  toward  the  sea. 

4.  The  wave  that  came  upon  me  again  buried  me  at 
once  twenty  or  thirty  feet  deep  in  its  own  body,  and  I 
could  feel  myself  carried  with  a mighty  force  and  swift- 
ness toward  the  shore,  a very  great  way ; but  I held  my 
breath,  and  assisted  myself  to  swim  still  forward  with  all 
my  might.  I was  ready  to  burst  with  holding  my  breath, 
when,  as  I felt  myself  rising  up,  so,  to  my  immediate 
relief,  I found  my  head  and  hands  shoot  out  above  the 
surface  of  the  water ; and  though  it  was  not  two  seconds 
of  time  that  I could  keep  myself  so,  yet  it  relieved  me 
greatly,  and  gave  me  breath  and  new  courage. 

N 5.  I was  covered  again  with  water  a good  while,  but 
not  so  long  but  I held  it  out ; and,  finding  the  water  had 
spent  itself,  and  began  to  return,  I struck  forward  against 
the  return  of  the  wave,'  and  felt  ground  again  with  my 
feet.  I stood  still  a few  moments  to  recover  breath,  and 
till  the  water  went  from  me,  and  then  took  to  my  heels 
and  ran,  with  what  strength  I had,  farther  toward  the 
shore.  But  neither  would  this  deliver  me  from  the  fury 
of  the  sea,  which  came  pouring  in  after  me  again ; and 
twice  more  I was  lifted  up  by  the  waves  and  carried  for- 
ward as  before,  the  shore  being  very  flat. 

6.  The  last  time  of  these  two  had  well-nigh  been  fatal 
to  me ; for  the  sea,  having  hurried  me  along,  as  before, 
landed  me,  or  rather  dashed  me,  against  a piece  of  a rock, 
and  that  with  such  force  that  it  left  me  senseless,  and 
indeed  helpless  as  to  my  own  deliverance ; for  the  blow, 
taking  my  side  and  breast,  beat  the  breath,  as  it  were,  quite 


58 


FOURTH  READER. 


out  of  my  body ; and,  had  it  returned  again  immediately, 
I must  have  been  strangled  in  the  water : but  I recovered 
a little  before  the  return  of  the  wave,  and,  seeing  I should 
again  be  covered  with  the  water,  I resolved  to  hold  fast 
by  a piece  of  the  rock,  and  so  to  hold  my  breath,  if  pos- 
sible, till  the  wave  went  back. 

7.  Now,  as  the  waves  were  not  so  high  as  the  first, 
being  nearer  land,  I held  my  hold  till  the  wave  abated, 
and  then  fetched  another  run,  which  brought  me  so  near 
the  shore  that  the  next  wave,  though  it  went  over  me,  yet 
did  not  so  swallow  me  up  as  to  carry  me  away ; and,  the 
next  run  I took,  I got  to  the  mainland,  where,  to  my 
great  comfort,  I clambered  up  the  cliffs  of  the  shore,  and 
sat  me  down  upon  the  grass,  free  from  danger,  and  quite 
out  of  the  reach  of  the  water.  Daniel  De  Foe. 


For  Preparation. — I.  Have  you  read  the  “Adventures  of  Robinson 
Crusoe”  ? 

II.  En-deav'-ored,  bug'-i-ness  (biz'-nes),  re-lieved',  -eour'-age  (kur'ej), 
-eon-fu/-§ion  ( zhun),  raige  (raz),  breath,  forward  (to'ard),  bur'-ied  (ber'id), 
might' -y  (mit'-i),  a-gain'  (-gen'). 

III.  Change,  so  as  to  express  present  time,  these  words : sunk , swam, 
carried,  driven,  went,  left,  took,  had , got,  found,  was,  sate,  came,  gave.  Past 
forms  of  stand,  walk , run  ? 

IY.  Confusion,  deliver,  presence  of  mind,  furious,  concern,  surface,  fatal, 
abated,  fetched,  contend*  pilot,  recover,  resolved,  clambered. 

V,  How  many  waves  did  Crusoe  encounter  before  he  reached  the  land  ? 
What  was  the  nature  of  the  shore  of  the  island  upon  which  Crusoe  was 
wrecked  ? (steep  and  precipitous,  or  flat  ? See  § 7.)  Can  you  explain  what 
causes  waves  ? Notice  old-fashioned  expressions  and  uses  of  words  in  this 
piece,  and  change  them  to  such  expressions  as  we  use  in  ordinary  life ; 
e.  g.,  “ water  I took  in  ” ; “ make  on  toward  the  land  ” ; “ held  it  out  ” ; 
“ the  blow  taking  my  side  and  breast”;  “gave  back”;  “fetched  another 
tun  ” ; “ sat  me  down.” 


“ The  antlered  monarch  of  the  waste 
Sprang  from  his  heathery  couch  in  haste." 

(“  The  Chase p.  59.) 


FOURTH  READER . 


59 


XX.— THE  CHASE. 

1.  The  stag  at  eve  had  drunk  his  fill, 

Where  danced  the  moon  on  Monan’s  rill, 
And  deep  his  midnight  lair  had  made 
In  lone  Glenartney’s  hazel  shade ; 

But  when  the  sun  his  beacon  red 
Had  kindled  on  Ben  Voirlich’s  head, 

The  deep-mouthed  bloodhound’s  heavy  bay 
Resounded  up  the  rocky  way, 

And  faint,  from  farther  distance  borne^ 
Were  heard  the  clanging  hoof  and  horn. 

2.  As  chief  'who  hears  his  warder  call, 

“To  arms  ! the  foemen  storm  the  wall ! ” 
The  antlered  monarch  of  the  waste 
Sprang  from  his  heathery  couch  in  haste. 
But,  ere  liis  fleet  career  he  took, 

The  dew-drops  from  his  flanks  he  shook ; 
Like  crested  leader  proud  and  high, 

Tossed  his  beamed  frontlet  to  the  sky ; 

A moment  gazed  adown  the  dale, 

A moment  snuffed  the  tainted  gale, 

A moment  listened  to  the  cry, 

That  thickened  as  the  chase  drew  nigh  ; 
Then,  as  the  headmost  foes  appeared, 

With  one  brave  bound  the  copse  he  cleared, 
And,  stretching  forward  free  and  far, 
Sought  the  wild  .heaths  of  Uam-Var. 

3.  Yelled  on  the  view  the  opening  pack ; 
Rock,  glen,  and  cavern  paid  them  back  * 

To  many  a mingled  sound  at  once 

The  awakened  mountain  gave  response* 


60 


FOURTH  READER . 


A hundred  dogs  bayed  deep  and  strong, 
Clattered  a hundred  steeds  along; 

Their  peal  the  merry  horns  rung  out, 

A hundred  voices  joined  the  shout ; 
With  bark,  and  whoop,  and  wild  halloo, 
No  rest  Ben  Voirlich’s  echoes  knew. 

4.  Far  from  the  tumult  fled  the  roe, 

Close  in  her  covert  cowered  the  doe ; 
The  falcon,  from  her  cairn  on  high, 

Cast  on  the  rout  a wondering  eye, 

Till,  far  beyond  her  piercing  ken, 

The  hurricane  had  swept  the  glen. 

Faint,  and  more  faint,  its  failing  din 
Returned  from  cavern,  cliff,  and  linn; 
And  silence  settled,  wide  and  still, 

,.V  On  the  lone  wood  and  mighty  hill. 

5.  Less  loud  the  sounds  of  sylvan  war 
Disturbed  the  heights  of  Uam-Yar, 

And  roused  the  cavern  where,  ’tis  told, 
A giant  made  his  den  of  old : 

For  ere  that  steep  ascent  was  won, 

High  in  his  pathway  hung  the  sun, 

And  many  a gallant,  stayed  perforce, 
Was  fain  to  breathe  his  faltering  horse; 
And  of  the  trackers  of  a deer 
Scarce  half  the  lessening  pack  was  near  ; 
So  shrewdly,  on  the  mountain-side, 

Had  the  bold  chase  their  mettle  tried. 

6.  The  noble  stag  was  pausing  now 
Upon  the  mountain’s  southern  brow, 
Where  broad  extended,  far  beneath, 

The  varied  realms  of  fair  Menteith. 


FOURTH  READER. 


61 


With  anxious  eye  he  wandered  o’er 
Mountain  and  meadow,  moss  and  moor, 

And  pondered  refuge  from  his  toil 
By  far  Lochard  or  Aberfoyle. 

7.  But  nearer  wTas  the  copse-wrood  gray 
That  waved  and  wept  on  Loch  Achray, 

And  mingled  with  the  pine-trees  blue 
On  the  bold  cliffs  of  Ben  Yenue. 

Fresh  vigor  with  the  hope  returned ; 

With  flying  foot  the  heath  he  spurned, 

Held  westward  with  unwearied  race, 

And  left  behind  the  panting  chase. 

Sir  Walter  Scott. 


For  Preparation. — I.  From  the  beginning  of  the  “ Lady  of  the  Lake.” 
“ Monan’s  rill  ” (branch  of  the  Teith,  which  empties  into  the  Firth  of 
Forth),  Glenart'ney,  Uam-Var',  Ben  Voirlich  (vor'lik),  Menteith',  Lochard', 
Aberfoyle  (a-ber-foil'),  Loch  Achray,  Ben  Venue'  (places  among  the  Scottish 
Highlands,  sixty  miles  northwest  of  Edinburgh). 

II.  Foe'-men,  fal'-con  (faw'kn),  cairn,  pierg'-ing,  anx'-ious  (ank'- 
shus),  bea'-con  (be'kn),  km'-dled  (-did),  heaths  (a  word  used  much  in 
Scotland,  a flowering  shrub),  e’er  (ar). 

III.  Number  of  poetic  feet  in  each  line?  “The  stag  | at  eve  | had 
drunk  | his  fill .”  Accent  on  the  first  or  second  syllable  of  each  foot  ? 
Distinction  between  roe  and  doe  ? 

IV.  Lair,  “ hoof  and  horn,”  warder,  “ antlered  monarch,”  waste,  crested, 
dale,  glen,  cavern,  response,  covert,  rout  (clamorous  throng  of  huntsmen), 
ken  (view),  din,  linn  (mountain  brook),  sylvan,  gallant,  perforce,  shrewdly, 
mettled,  realms,  varied,  copse.  Meaning  of  Ben  (a  mountain)  and  Locli  (a 
lake). 

V.  What  time  is  meant  by  the  “ sun  kindling  his  beacon  red,”  etc.  ? (1.) 
“ Opening  pack  ” ? (of  hounds.)  “ Less  loud  the  sounds,”  etc.  ? (5.)  What 
explanation  given  of  this  in  the  last  eight  lines  of  the  stanza  ? 


62 


FOURTH  READER. 


XXL— DRIVING  BEES. 

1.  In  former  times  all  the  bees  in  a hive  had  to  be 
destroyed  before  the  honey  could  be  got.  This  cruel 
method  has  now  been  abandoned,  and  the  honey  is  se- 
cured without  killing  a single  bee.  The  new  mode  was 
publicly  exhibited  at  a bee-show  in  the  Crystal  Palace, 
near  London,  in  September,  1874,  and  is  thus  described : 

2.  A few  puffs  from  a pipe  caused  the  bees  to  retreat 
among  the  combs,  and  the  hive  was  gently  turned  upside 
down.  A new  and  empty  hive  was  then  placed  above 
the  other  so  as  to  cover  it  completely;  then  the  chief 
bee-master  drummed  with  his  fist  upon  the  lower  hive, 
and  waited  for  the  rush  of  the  bees  to  the  upper  hive. 

3.  At  the  first  disturbance  of  their  hive,  the  bees  had 
all  run  to  fill  their  bags  with  honey.  Thus  they  were 
heavy  and  good-tempered,  and  even  those  who  escaped 
through  the  gap  between  the  two  hives  did  not  sting 
the  bee-master,  although  his  face  and  hands  were  unpro- 
tected. 

4.  After  the  lapse  of  a few  minutes  a rushing  sound 
was  heard.  This  proved  that  the  bees  had  begun  to 
move  upward.  Whenever  the  queen-bee  passed  up,  the 
others  immediately  followed.  It  was  now  safe  to  lift  up 
the  edge  of  the  top  hive,  so  that  what  was  going  on  in- 
side could  be  distinctly  seen. 

5.  Like  soldiers  swarming  up  the  walls  of  a city 
which  they  were  about  to  take  by  storm,  the  bees  were 
seen  hurrying  upward  in  thousands,  climbing  over  each 
other’s  bodies  several  deep,  without  ever  regarding  the 
open  space  between  the  two  hives,  by  which  they  might 
easily  have  escaped  into  the  open  air. 


FOURTH  READER. 


63 


6.  The  combs  were  then  taken  out  of  the  old  and  de- 
serted hive,  and  put  into  frames  and  placed  in  a machine 
for  extracting  the  honey.  This  machine  is  turned  rapidly 
round  by  a handle,  and  the  speed  with  which  it  makes 
the  combs  revolve  drives  all  the  honey  out  of  the  cells. 
As  the  honey  flies  out  of  the  combs  it  is  dashed  against 
the  inside  of  the  vessel,  and  falls  down  to  the  bottom, 
whence  it  drops  into  the  jar  placed  below  to  collect  it. 

7.  The  next  thing  is  to  tie  up  with  tape  the  old 
combs,  some  emptied  of  their  honey,  and  some  still  full, 
in  new  frames,  and  to  place  them  in  the  new  hive.  In 
twenty-four  hours,  or  at  most  forty-eight,  the  tape  will 
be  no  longer  needed,  for  the  bees,  with  cement  and  wax, 
will  have  built  the  combs  into  the  new  frames,  and  will 
quickly  proceed  to  fill  them  anew  with  honey. 

8.  By  thus  making  use  a second  time  of  the  old 

combs  the  time  of  the  bees  is  saved,  and  they  give  to 
honey-making  the  precious  days  of  summer,  which  would 
otherwise  require  to  be  devoted  to  the  building  up  of 
fresh  waxen  cells.  The'  whole  process  of  driving  the 
bees  from  the  old  to  the  new  hive  occupied  less  than 
an  hour’s  time.  London  Correspondent. 

For  Preparation. — I.  “ Crystal  Palace,  near  London  ” — what  was  this 
building  erected  for  ? Why  called  “ Crystal  ” ? 

IT.  Hon'cy,  pub'-li-e-ly,  e^-lriV-it-ed,  -eomb§  (komz),  gmp'-ty, 
chief,  wait'-ed,  h£av'-y,  gap,  edge  (ej),  -ellmb'-ing  (kiim'-),  ma-ghine' 
(-sheen'),  a-gainst'  (-£Snst'),  £&m'-ent,  quick'-ly. 

III.  For  the  following  action-words  write  corresponding  name-words  of 
which  the  actions  are  told  : Could  be  got  (honey),  has  been  abandoned 
(method),  was  exhibited  (mode),  caused  (puffs),  turned,  placed,  drummed, 
waited,  passed,  were  seen. 

IV.  Method,  abandoned,  retreat,  hive,  completely,  disturbance,  escaped, 
unprotected,  lapse,  proved,  immediately,  distinctly,  swarming,  deserted,  ex- 
tracting, revolve,  precious,  require,  devoted,  process,  occupied. 


64 


FOURTH  READER. 


V.  “ A few  puffs  ” — of  what  ? (tobacco-smoke.)  “ Fill  their  bags  with 
honey”  (what  bags  do  bees  have?)  What  is  a “queen-bee”?  What  is 
gained  by  the  process  of  saving  the  honey-comb  and  using  it  ove£  again  ? 


XXII.— THE  HUNTSMAN. 

1.  Alone,  but  with  nnbated  zeal, 

The  horseman  plied  the  scourge  and  steel ; 

For,  jaded  now  and  spent  with  toil, 

Embossed  with  foam  and  dark  with  soil, 

While  every  gasp  with  sobs  he  drew, 

The  laboring  stag  strained  full  in  view. 

2.  Two  dogs  of  black  Saint  Hubert’s  breed, 
Unmatched  for  courage,  breath,  and  speed, 
Fast  on  his  flying  traces  came, 

And  all  but  won  that  desperate  game : 

For,  scarce  a spear’s  length  from  his  hauncfq 
Yindictive  toiled  the  bloodhounds  stanch  ; 

3.  Nor  nearer  might  the  dogs  attain, 

Nor  farther  might  the  quarry  strain. 

Thus  up  the  margin  of  the  lake, 

Between  the  precipice  and  brake, 

O’er  stock  and  rock  their  race  they  take. 

/ 

/ 

4.  The  hunter  marked  that  mountain  high, 

The  lone  lake’s  western  boundary, 

And  deemed  the  stag  must  turn  to  bay, 

Where  that  huge  rampart  barred  the  way : 
Already  glorying  in  the  prize, 

Measured  his  antlers  with  his  eyes ; 

5.  For  the  death-wound,  and  deatli-halloo, 
Mustered  his  breath,  his  whinyard  drew. 


FOURTH  READER. 


65 


But,  thundering  as  he  came  prepared, 

With  ready  arm  and  weapon  bared, 

The  wily  quarry  shunned  the  shock, 

And  turned  him  from  th’  opposing  rock ; 

6.  Then,  dashing  down  a darksome  glen, 

Soon  lost  to  hound  and  hunter’s  ken, 

In  the  deep  Trossach’s  wildest  nook 
His  solitary  refuge  took. 

7.  There,  while,  close  couched,  the  thicket  shed 
Cold  dews  and  wild  flowers  on  his  head, 

He  heard  the  baffled  dogs  in  vain 
Have  through  the  hollow  pass  amain, 

Chiding  the  rocks  that  yelled  again. 

8.  Close  on  the  hounds  the  hunter  came, 

To  cheer  them  on  the  vanished  game  ; 

But,  stumbling  in  the  rugged  dell, 

The  gallant  horse  exhausted  fell. 

9.  The  impatient  rider  strove  in  vain 
To  rouse  him  with  the  spur  and  rein ; 

For  the  good  steed,  his  labors  o’er, 

Stretched  his  stiff  limbs  to  rise  no  more. 

Then,  touched  with  pity  and  remorse, 

He  sorrowed  o’er  the  expiring  horse : 

10.  “ I little  thought,  when  first  thy  rein 
I slacked  upon  the  banks  of  Seine, 

That  Highland  eagle  e’er  should  feed 
On  thy  fleet  limbs,  my  matchless  steed  ! 

Woe  worth  the  chase,  woe  worth  the  day, 

That  costs  thy  life,  my  gallant  gray  ! ” 

Sir  Walter  Scott . 


For  Preparation. — I.  This  is  another  extract  from  “ The  Lady  of  the 
Lake,”  continuing  “ The  Chase  ” (Lesson  XX.).  The  King  of  Scotland  is 

5 


60 


FOURTH  READER. 


hunting  among  the  Highlands  of  Scotland,  and  gets  lost  in  the  wilds;  his 
steed  dies  of  over-exertion.  Where  is  the  Seine  River  ? 

II.  -Goiir'-age  (kur'ej),  haunch,  rein  (ran),  fleet,  ex-haust'-ed  (egz- 
hawst'ed). 

III.  Explain  what  time  is  denoted  in  the  following  action-words,  and  tell 
how  you  know  it  by  the  spelling : plied,  spent , drew , strained , came , won , 
toiled , might , take,  fell , strove , cosfc,  thought. 

IV.  Unbated  zeal,  jaded,  embossed,  desperate,  brake,  stanch,  bay, 
quarry,  wily,  shunned,  ken,  solitary  refuge,  couched,  thicket,  baffled, 
amain,  chiding,  rugged  dell,  spur,  remorse,  slacked,  steed,  gallant. 

V.  “ Plied  the  scourge  and  steel  ” (scourge  = the  whip,  and  steel  = the 

spurs).  “ All  but  won  ” — express  this  in  other  words.  “ The  hunter  marked  ” 
— what  meaning  has  marked  here  ? “ Huge  rampart  ” (the  mountain  is 

called  a “ rampart,”  as  though  it  “ barred  the  way,”  like  the  wall  of  a fort). 
“ Measured  his  antlers  ” (the  hunters  saved  the  antlers,  or  branching  horns, 
of  their  game,  as  trophies  of  their  success).  “ Whinyard  ” (he  drew  his 
sword  and  rode  up  to  strike  the  deer,  but  the  deer  turned  in  a different 
direction  from  the  “ rampart,”  and  escaped  down  a dark,  narrow  valley). 
“Woe  worth  the  chase!”  (worth  means  betide , or  be  to:  Woe  be  to  the 
chase !) 


XXIII.  — SOLON. 

1.  Solon  was  one  of  the  wise  men  of  Greece.  He  it 
was  who  gave  that  clever  answer  to  Croesus,  King  of 
Lydia.  Croesus  was  so  rich,  that  even  now  it  is  common 
to  say,  “ as  rich  as  Croesus.”  This  king  showed  his 
wealth  to  Solon,  and  then  asked  “ if  he  did  not  think 
the  possessor  of  so  much  gold  the  happiest  of  men.” 
“ No,”  replied  the  philosopher ; “ I know  a happier  man  : 
an  honest  laborer  who  has  just  enough  to  live  on.” 

2.  “ And  who  the  next  happiest  ? ” said  the  king,  ex- 
pecting himself  to  be  named.  “ The  next  happiest,” 
answered  Solon,  “are  two  virtuous  sons  who  were  re- 
markable for  their  duty  and  kindness  to  their  mother.” — 
“ And  think  you  not  that  I am  happy  ? ” exclaimed  the 


FOURTH  READER. 


67 


disappointed  monarch. — “No  man  can  be  deemed  happy 
till  his  death.”  said  the  sage  ; meaning,  I suppose,  that 
according  as  his  life  was  spent  could  his  state  be 
judged. 

3.  When  Croesus  afterward  was  taken  prisoner  by 
Cyrus,  and  was  about  to  be  burnt,  he  recollected  this 
conversation,  and  cried  out,  “ O Solon,  Solon  ! ” Cyrus 
inquired  the  meaning  of  this  exclamation  ; and  when  the 
cause  of  it  was  explained,  he  set  Croesus  at  liberty,  and 
owned  himself  instructed  by  the  hint  of  Solon.  So  the 
philosopher  saved  the  life  of  one  king  and  improved 
another. 

4.  Thespis  was  the  first  poet  who  performed  comedies 
at  Athens.  They  had  no  play-houses,  but  used  to  act 
upon  an  open  cart,  somewhat  as  our  Merry-Andrews  do 
now.  Solon  did  not  disapprove  of  these  shows,  but  went 
himself  to  see  them.  When  the  play  was  over,  he  called 
Thespis,  who  had  been  acting  various  characters,  and 
asked  him  if  he  was  not  ashamed  to  speak  so  many  lies. 
Thespis  replied,  “ It  was  all  in  jest.” 

5.  Admire,  I beseech  you,  the  answer  of  Solon.  Strik- 
ing his  staff  on  the  ground  violently,  he  cried : “ If  we 
encourage  ourselves  to  speak  falsely  in  jest,  we  shall  run 
the  chance  of  acquiring  a habit  of  speaking  falsely  in 
serious  matters.”  Had  he  never  spoken  any  other  words 
than  these,  he  would  have  deserved  the  character  of  a 
wise  man. 

6.  Hlsop,  who  wrote  so  many  ingenious  fables,  was 
much  caressed  by  King  Croesus;  while  Solon,  for  his 
bluntness,  was  little  noticed.  H5sop  therefore  said  : “ A 
man  should  not  converse  with  kings,  if  he  does  not  choose 
to  say  what  is  agreeable  to  them.” 


68 


FOURTH  READER . 


But  Solon  nobly  answered  this  flatterer : “ He  should 
not  speak,  unless  he  says  what  is  useful.” 

7.  You  will  observe  that  all  wise  and  good  persons 
are  equally  remarkable  for  truth.  Indeed,  there  can  be 
no  virtue  where  there  is  no  truth ; and  as  for  falsehood 
and  cunning,  none  but  fools  and  knaves  condescend  to 
adopt  them.  Adapted  from  Herodotus. 


For  Preparation. — I.  Lydia,  made  by  Croesus  an  empire  occupying 
most  of  Asia  Minor.  Find  Athens  on  the  map  of  Greece. 

II.  Mon'-ar-eh,  Groe'-sus  (kree'sus),  a-gree'-a-ble,  false'-ly. 

III.  There  are  describing-words  which  are  used  with  name-words  to 
describe  the  objects.  Make  a list  of  ten  of  these  describing-words,  and  the 
name-words  to  which  they  belong  (wise  men)  clever  answer , much  gold , hap- 
pier man)  etc.). 

IV.  Clever,  laborer,  remarkable,  duty,  disappointed,  conversation,  in- 
quired, exclamation,  explained,  instructed,  hint,  improved,  performed  come- 
dies, disapprove,  jest,  encourage,  serious,  deserved,  ingenious,  caressed, 
bluntness,  converse,  flattered,  condescend,  adopt.  (The  use  of  a dictionary 
to  find  these  definitions  should  not  be  approved.  The  exact  shade  of 
meaning  that  the  word  has  in  the  place  where  it  is  used  in  the  reading- 
lesson  should  be  given,  rather  than  the  general  definition.  Definitions  can 
be  given  and  discussed  best  in  the  recitation.) 

Y.  Do  you  think  that  Solon  was  right  in  calling  what  Thespis,  the  actor, 
said,  “lies”  ? Could  not  Solon  have  called  all  fables  lies  ? All  poems  and 
stories,  and  all  pictures  of  events  that  did  not  occur — are  these  lies  ? Are 
the  stories  of  “ Robinson  Crusoe,”  “ The  Spider  and  the  Fly,”  “ The  Fox 
and  the  Cat,”  lies  ? (No ; because  they  are  not  intended  as  histories,  or 
as  narrations  of  facts.  Thespis  did  not  intend  to  be  taken  as  the  real  per- 
son whose  part  he  was  acting;  nor  was  he  so  taken  by  the  spectators.) 
Was  there  not  wisdom  in  JEsop’s  fables  as  well  as  in  Solon’s  bitter  remarks  ? 
Do  we  see  Merry-Andrews  in  this  country  (as  they  do  in  England)  ? 


FOURTH  READER. 


. 69 


XXIV.— THE  RAZOR-SELLER. 

1.  A fellow  in  a market-town, 

Most  musical,  cried  “ Razors  ! 55  np  and  down, 

And  offered  twelve  for  eighteen  pence ; 

Which  certainly  seemed  wondrous  cheap, 

And  for  the  money  quite  a heap, 

As  every  man  would  buy,  with  cash  and  sense. 

2.  A country  bumpkin  the  great  offer  heard — 

Poor  Hodge,  wdio  suffered  by  a broad  black  beard, 

That  seemed  a shoe-brush  stuck  beneath  his  nose ; 
With  cheerfulness  the  eighteen  pence  he  paid, 

And  proudly  to  himself  in  whispers  said  : 

“ This  rascal  stole  the  razors,  I suppose. 

3.  “ No  matter  if  the  fellow  be  a knave, 

Provided  that  the  razors  shave ; 

It  certainly  will  be  a most  enormous  prize.’5 
So  home  the  clown  with  his  good  fortune  went, 
Smiling,  in  heart  and  soul  content, 

A nd  quickly  soaped  himself  to  ears  and  eyes. 

I,  Being  well  lathered  from  a dish  or  tub, 

Hodge  now  began,  with  grinning  pain,  to  grub, 
Just  like  a hedger  cutting  furze. 

’Twas  a vile  razor ! Then  the  rest  lie  tried  : 

All  were  impostors.  “ Ah  ! ” Hodge  sighed, 

“ I wish  my  eighteen  pence  were  in  my  purse.” 

5.  Hodge  sought  the  fellow,  found  him,  and  begun  : 

“ P’rhaps,  Master  Razor-rogue,  to  you  ’tis  fun 
That  people  flay  themselves  out  of  their  lives. 


70 


FOURTH  READER . 


You  rascal ! for  an  hour  have  I been  grubbing, 
Giving  my  crying  whiskers  here  a scrubbing 
With  razors  just  like  oyster-knives. 

Sirrah  ! I tell  you,  you’re  a knave, 

To  cry  up  razors  that  can’t  shave ! ” 

6.  “ Friend,”  quoth  the  razor-man,  “ I’m  not  a knave. 
As  for  the  razors  you  have  bought, 

Upon  my  word,  I never  thought 
That  they  would  shave.” 

“ Not  think  they’d  shave ! ” quoth  Hodge,  with  won- 
dering eyes, 

And  voice  not  much  unlike  an  Indian  yell : 

“ What  were  they  made  for,  then  ? — you  scamp ! ” he 
cries. 

“ Made  ! ” quoth  the  fellow,  with  a smile — “ To 

SELL  ! ” John  Wolcott. 


For  Preparation. — I.  John  Wolcott  (called  “Peter  Pindar”).  “Eigh- 
teen pence  ” English  money  (about  thirty-six  cents  of  our  money.  Razors 
at  three  cents  apiece — “ wondrous  cheap,”  indeed  !). 

II.  Mu'-gi-e-al,  ra'-zor§,  broad  (brawd),  be-neath',  paid,  sighed  (sid), 
friend,  bought  (bawt),  would  (wo'od). 

III.  What  do  quotation-marks  (“  ”)  inclose?  Tell  whose  words  are 
included  between  them  in  the  first  place  where  they  are  used ; — in  the  second 
place,  etc. 

IV.  Fellow,  offered,  “ eighteen  pence,”  certainly,  cheap,  bumpkin 
(blockhead),  rascal,  knave,  provided,  enormous,  prize,  lathered,  grinning, 
grub,  “ hedger  cutting  furze,”  impostors,  rogue,  scamp,  quoth. 

V.  Was  it  quite  honest  in  Hodge  to  buy  the  razors  if  he  thought  they 
were  stolen  ? Is  there  any  need  of  “ most  ” before  “ enormous  ” ? Why  is 
the  bumpkin  called  a “clown”?  “Flay  themselves”  (i.  e.,  the  razor 
scratched  the  skin  off,  but  would  not  cut  the  beard). 


FOURTH  READER . 


71 


XXV.— ROBINSON  CRUSOE’S  MANUFACTURE  OF 
POTTERY. 

1.  I had  long  studied,  by  some  means  or  other,  to 
make  myself  some  earthen  vessels — which,  indeed,  I 
wanted  much,  but  knew  not  where  to  come  at  them. 
However,  considering  the  heat  of  the  climate,  I did  not 
doubt  but,  if  I could  find  out  any  clay,  I might  botch  up 
some  such  pot  as  might,  being  dried  in  the  sun,  be  hard 
and  strong  enough  to  bear  handling,  and  to  hold  anything 
that  was  dry,  and  required  to  be  kept  so ; and  as  this 
was  necessary  in  the  preparing  corn-meal,  etc.,  which  was 
the  thing  I was  upon,  I resolved  to  make  some  as  large 
as  I could,  and  fit  only  to  stand  like  jars,  to  hold  what 
should  be  put  into  them. 

2.  It  would  make  the  reader  pity  me,  or  rather  laugh 
at  me,  to  tell  how  many  awkward  ways  I took  to  shape 
this  jar ; what  odd,  misshapen,  ugly  things  I made ; 
how  many  of  them  fell  in,  and  how  many  fell  out — 
the  clay  not  being  stiff  enough  to  bear  its  own  weight ; 
how  many  cracked  by  the  over-violent  heat  of  the  sun, 
being  set  out  too  hastily ; and  how  many  fell  in  pieces 
wTith  only  removing,  as  well  before  as  after  they  were 
dried  ; and,  in  a word,  how,  after  having  labored  hard  to 
find  the  clay,  to  dig  it,  to  temper  it,  to  bring  it  home, 
and  work  it,  I could  not  make  above  two  large  earthen, 
ugly  things  (I  can  not  call  them  jars)  in  about  two 
months’  labor. 

3.  However,  as  the  sun  baked  these  two  very  dry 
and  hard,  I lifted  them  very  gently,  and  set  them  down 
again  in  two  great  wicker  baskets,  which  I had  made  on 
purpose  for  them,  that  they  might  not  break ; and,  as  be- 
tween the  pot  and  the  basket  there  was  a little  room  to 


72 


FOURTH  READER . 


spare,  I stuffed  it  full  of  tlie  rice  and  barley  straw ; and 
these  two  pots,  being  to  stand  always  dry,  I thought  would 
hold  my  dry  corn,  and  perhaps  the  meal,  when  the  corn 
was  bruised. 

4.  Though  I succeeded  so  poorly  in  my  design  for 
large  pots,  yet  I made  several  smaller  things  with  better 
success,  such  as  little  round*  pots,  flat  dishes,  pitchers,  and 
pipkins,  and  anything  my  hand  turned  to ; and  the  heat 
of  the  sun  baked  them  very  hard. 

5.  But  all  this  would  not  answer  my  end,  which  was 
to  get  an  earthen  pot  to  hold  liquids  and  bear  the  fire, 
which  none  of  these  could  do.  It  happened  some  time 
after,  making  a pretty  large  fire  for  cooking  my  meat, 
when  I went  to  put  it  out  after  I had  done  with  it,  I 
found  a broken  piece  of  one  of  my  earthenware  vessels 
in  the  fire,  burnt  as  hard  as  a stone,  and  red  as  a tile.  I 
was  agreeably  surprised  to  see  it,  and  said  to  myself  that 
certainly  they  might  be  made  to  burn  when  whole,  if 
they  would  burn  when  broken. 

6.  This  set  me  to  study  how  to  order  my  fire  so  as  to 
make  it  burn  some  pots.  I had  no  notion  of  a kiln,  such 
as  the  potters  burn  in,  or  of  glazing  them  with  lead, 
though  I had  some  lead  to  do  it  with ; but  I placed  three 
large  pipkins  and  two  or  three  pots  in  a jfile,  one  upon 
another,  and  placed  my  fire-wood  all  around  it,  with  a 
great  heap  of  embers  under  them. 

7.  I plied  the  fire  with  fresh  fuel  round  the  outside 
and  upon  the  top,  till  I saw  the  pots  in  the  inside  red- 
hot  quite  through,  and  observed  that  they  did  not  crack 
at  all.  When  I saw  them  clear  red,  I let  them  stand  in 
that  heat  about  five  or  six  hours,  till  I found  one  of  them, 
though  it  did  not  crack,  did  melt  or  run ; for  the  sand 


FOURTH  READER. 


73 


which,  was  mixed  with  the  clay  melted  by  the  violence  of 
the  heat,  and  would  have  run  into  glass  if  I had  gone  on. 

8.  So  I slacked  my  fire  gradually,  till  the  pots  began 
to  abate  of  the  red  color  ; and  watching  them  all  night, 
that  I might  not  let  the  fire  abate  too  fast,  in  the  morning 
I had  three  very  good — I will  not  say  handsome — pip- 
kins, and  two  other  earthen  pots,  as  hard  burnt  as  could 
be  desired ; and  one  of  them  perfectly  glazed  with  the 
running  of  the  sand. 

9.  After  this  experiment,  I need  not  say  that  I wanted 
no  sort  of  earthenware  for  my  use ; but  as  to  the  shapes 
of  them,  they  were  very  indifferent  (as  any  one  may  sup- 
pose), as  I had  no  way  of  making  them  but  as  the  chil- 
dren make  dirt-pies,  or  as  a woman  would  make  pies  who 
had  never  learned  to  raise  paste. 

10.  No  joy  at  a thing  of  so  mean  a nature  was  ever 

equal  to  mine,  when  I found  I had  made  an  earthen  pot 
that  would  bear  the  fire ; and  I had  hardly  patience  to 
stay  till  they  were  cold,  before  I set  one  on  the  fire  again 
with  some  water  in  it,  to  boil  me  some  meat,  which  it  did 
admirably  well ; and  with  a piece  of  a kid  I made  some 
very  good  broth,  though  I wanted  oatmeal  and  several 
other  ingredients  requisite  to  make  it  as  good  as  I would 
have  had  it.  Daniel  De  Foe. 


For  Preparation. — I.  After  Crusoe  had  escaped  from  the  sea  (Lesson 
XIX.),  he  tried  to  make  himself  comfortable.  He  made  a house  out  of  a 
cave ; planted  some  seeds  that  he  recovered  from  the  wreck ; tamed  some 
goats,  etc.  This  extract  tells  us  how  he  learned  to  make  crockery  from  clay. 

II.  N&g'-es-sa-ry,  pre-par'-ing,  awk'-ward,  weight  (wat),  la-bored, 
llq'-uid,  piege,  kiln  (Ml). 

III.  In  the  following,  which  word  is  the  name  of  the  object,  and  which 
one  the  description  of  it  ? — some  means , earthen  vessels , any  clay , awkward 


74 


FOURTH  READER. 


ways , ugly  things , little  room.  Notice  the  old-fashioned  expressions  and 
uses  of  words : “ come  at  them”  and  “ I was  upon  ” (1) ; “ answer  my  end” 
(purpose)  (5) ; “ wanted  ” for  needed  (10).  (All  sentences  containing  unusual 
modes  of  expression  should  be  paraphrased  by  the  pupil  in  his  own  words.) 

IV.  Considering,  climate,  botch,  required,  temper,  bruised,  design,  tile, 
notion,  glazing,  pipkins,  embers,  fuel,  violence,  slacked,  gradually,  abate, 
experiment,  indifferent,  patience,  admirably,  ingredients,  requisite. 

V.  Write  in  your  own  words  the  sixth,  seventh,  and  eighth  paragraphs, 
and  try  to  tell  the  particulars  in  fewer  words. 


XXVI.— A PSALM  OF  LIFE. 

1.  Tell  me  not,  in  mournful  numbers, 

Life  is  but  an  empty  dream ! 

For  the  soul  is  dead  that  slumbers, 

And  things  are  not  what  they  seem. 

2.  Life  is  real ! life  is  earnest ! 

And  the  grave  is  not  its  goal ; 

Dust  thou  art,  to  dust  returnest, 

Was  not  spoken  of  the  soul. 

3.  Not  enjoyment,  and  not  sorrow, 

Is  our  destined  end  or  way  ; 

But  to  act,  that  each  to-morrow 
Find  us  farther  than  to-day. 

4.  Art  is  long,  and  Time  is  fleeting, 

And  our  hearts,  though  stout  and  brave. 
Still,  like  muffled  drums,  are  beating 
Funeral  marches  to  the  grave. 

5.  In  the  world’s  broad  field  of  battle, 

In  the  bivouac  of  life,  . 

Be  not  like  dumb,  driven  cattle — 

Be  a hero  in  the  strife  ! 


FOURTH  READER. 


75 


6.  Trust  no  future,  howe’er  pleasant ; 

Let  the  dead  past  bury  its  dead ! 

Act,  act  in  the  living  present, 

Heart  within,  and  God  o’erhead  ! 

7.  Lives  of  great  men  all  remind  us 

We  can  make  our  lives  sublime, 

And,  departing,  leave  behind  us 
Footprints  on  the  sands  of  time : 

8.  Footprints  that  perhaps  another, 

Sailing  o’er  life’s  solemn  main, 

A forlorn  and  shipwrecked  brother, 

Seeing,  shall  take  heart  again. 

9.  Let  us,  then,  be  up  and  doing, 

With  a heart  for  any  fate ; 

Still  achieving,  still  pursuing, 

Learn  to  labor  and  to  wait. 

Henry  W.  Longfellow. 


For  Preparation. — I.  “ Dust  thou  art  ” (Eccl.  iii.  20  : “ All  go  to  one 
place  ; all  arc  of  dust,  and  all  turn  to  dust  again  ”).  . 

II.  Biv'-ouae  (blv'wak),  dumb  (dum),  -eat'-tle,  a-chiev'-ing. 

III.  What  words  are  used  to  describe  “numbers,”  “dream,”  “life,” 
“ marches,”  “ field,”  “ cattle,”  “ brother  ” ? 

V.  Slumbers,  goal,  returnest,  destined,  fleeting,  muffled,  stout,  funeral, 
hero,  strife,  present,  remind,  sublime,  departing,  “ sands  of  time,”  “ solemn 
main,”  forlorn,  pursuing. 

V.  “ Mournful  numbers”  (poetry  is  divided  into  feet,  of  which  there  are 
a certain  number  in  each  line ; hence  poetry  is  sometimes  called  “ num- 
bers”). The  thought  of  the  first  stanza  is:  Do  not  say,  Life  is  a dream , 
for  a dream  occurs  in  sleep,  and  the  sleep  of  the  soul  is  death,  in  which 
there  are  no  dreams.  Then,  again,  in  a dream  things  only  seem — they  do 
not  exist.  But  such  things  are  not;  hence  life,  which  is  a real  thing,  is 
not  a dream.  “ The  grave  is  not  its  goal  ” (i.  e.,  the  soul  does  not  find 
its  end  in  the  grave — does  not  return  to  dust).  “ Like  muffled  drums  are 


76 


FOURTH  READER . 


beating,”  etc.  (“  Brave  hearts  ” would  seem  to  refer  to  the  soul,  but 
“ beating  ” must  refer  to  the  heart  in  the  body ; otherwise  the  soul  would 
be  here  described  as  marching  to  the  grave.  It  is  the  idea  of  the  muffled 
drum  that  suggests  “ brave  and  stout  ” as  a soldierly  contrast.)  In  the 
battle  and  in  the  bivouac  (in  action  and  in  rest).  “ Sands  of  time  ” (as, 
on  the  sands  of  the  sea-shore,  whatever  marks  are  made  are  soon  effaced 
by  the  waves,  so  time  soon  effaces  the  memory  of  events,  especially  if  they 
are  of  little  account.  But  the  lives  of  great  men  show  us  that  we  may,  by 
heroic  action,  leave  footprints  which  will  remain  to  be  seen  by  others,  and 
so  encourage  them). 


XXVII.— AN  ELEPHANT-HUNT. 

1.  On  the  2d  of  September,  1832,  intelligence  was 
brought  to  the  collector  of  Tinnevelly  that  some  wild 
elephants  had  appeared  in  the  neighborhood.  A hunt- 
ing party  was  immediately  formed,  and  a large  number 
of  native  hunters  were  engaged.  Ve  left  the  tents,  on 
horseback,  at  half-past  seven  o’clock  in  the  morning,  and 
rode  three  miles  to  an  open  spot,  flanked  on  one  side  by 
rice-fields,  and  on  the  other  by  a jungle. 

2.  After  waiting  some  time,  Captain  JB and  my- 

self walked  across  the  rice-fields  to  the  shade  of  a tree. 
There  we  heard  the  trumpet  of  an  elephant ; we  rushed 
across  the  rice-fields  up  to  our  knees  in  mud,  but  all 
in  vain,  though  we  came  upon  the  track  of  one  of  the 
animals,  and  then  ran  five  or  six  hundred  yards  into  the 
jungle. 

3.  After  various  false  alarms,  and  vain  endeavors  to 
discover  the  objects  of  our  chase,  the  collector  went  into 

the  jungle,  and  Captain  B and  myself  into  the  bed  of 

the  stream,  where  we  had  seen  the  tracks ; and  here  it 
was  evident  the  elephants  had  passed  to  and  fro.  Dis- 
appointed and  impatient,  we  almost  determined  to  give 


FOURTH  READER. 


77 


up  the  chase  and  go  home ; but  shots  fired  just  before  us 
reanimated  us,  and  we  proceeded,  and  found  that  the  col- 
lector had  just  fired  twice. 

4.  Off  we  went  through  forest,  over  ravine,  and 
through  streams,  till  at  last,  at  the  top  of  the  ravine,  the 
elephants  were  seen.  This  was  a moment  of  excitement ! 
We  were  all  scattered.  The  collector  had  taken  the  mid- 
dle path;  Captain  B , some  huntsmen,  and  myself 

took  the  left ; and  other  hunters  scrambled  down  that  to 
the  right.  At  this  moment  I did  not  see  anything  but 
what  I took  to  be  a native  hut  roofed  with  leaves ; but, 
after  advancing  a few  yards,  the  huge  head  of  an  ele- 
phant shaking  above  the  jungle,  within  ten  yards  of  us, 
burst  suddenly  upon  my  view. 


5.  Captain  B and  a hunter  were  just  before  me ; 

we  all  fired  at  the  same  moment,  and  in  so  direct  a line 
that  the  percussion-cap  of  my  gun  hit  the  hunter,  whom 
I thought  at  first  I had  shot.  This  accident,  though  it 
proved  slight,  troubled  me  a little.  The  great  excitement 
occasioned  by  seeing,  for  the  first  time,  a wild  beast  at 
liberty  and  in  a state  of  nature,  produced  a sensation  of 
hope  and  fear  that  was  intense. 


6.  The  startling  appearance  of  such  a huge  creature 
and  our  being  scattered  and  separated,  created  for  a 
stant  a slight  dismay,  which  maybe  better  und 
than  described.  The  beast  gave  one  of  his  horrid 
and  charged  somebody  whom  I could  not  see ; 
lowed  him,  and  the  next  instant  beheld  the  c 
ning,  without  hat  or  gun,  and  the  elephant 
fired  instantly,  intending  to  hit  a vi 
under  the  ear ; the  shot  struck,  but, 
out  taking  proper  effect. 


78 


FOURTH  READER. 


7.  My  servant-boy,  with  a reserve  gun,  was  ten  or 
twelve  yards  off — a long  way  at  such  a moment ; but  no 
more  time  was  lost  than  could  be  avoided  in  exchanging 
guns  with  him.  I turned  back  as  quickly  as  possible,  and 
at  this  instant  the  elephant  seized  the  collector  and  lifted 
him  off  the  ground.  I instantly  leveled  my  gun,  in  the 
hope  that  a chance  of  saving  him  might  offer. 


8.  The  beast  turned  partly  around  the  tree,  still  hold- 
ing the  collector  in  the  grasp  of  his  trunk,  and  I saw 
that  I had  a clear  shot  at  his  head.  I fired,  and  struck 
him,  the  ball  entering  his  left  eye.  He  staggered,  stum- 
bled, let  the  collector  fall,  and  made  off  without  tram- 
pling on  him.  I then  rushed  forward,  intending  to  dis- 
charge my  second  barrel ; but,  some  objects  coming  be- 
tween the  elephant  and  me,  he  escaped,  and  I lost  sight 
of  him  entirely. 


9.  The  collector  now  lay  apparently  lifeless  on  the 
ground.  A painful  sensation  of  dizziness  nearly  over- 
powered me.  I went  toward  him : he  moved,  and  as- 
sisted himself  by  taking  hold  of  a tree.  I then  hastened, 
and  found  him  like  one  risen  from  the  grave,  pale  as 
death.  I saw  blood — but  it  was  that  of  the  elephant — 
dropping  from  his  brow. 


Never  shall  I forget  my  feelings  when  I saw  the 
rushing  on  him,  still  less  those  when  I saw  the 
trunk  twine  round  and  take  him  up.  All 
**ed  in  less  than  a minute.  The  collector  was, 
faint.  We  gave  up  the  pursuit,  and  got 
and-water,  which  revived  him.  He  told 
advanced  till  within  six  yards  of  the 
red,  thinking  that,  as  usual,  it  would 
it  charged  him. 


FOURTH  READER. 


79 


11.  He  then  fired  a second  time,  within  three  yards 
of  the  beast,  and  fled ; but  the  animal  gained  upon  him  : 
he  threw  his  gun  at  it,  and  tried  to  run  round  a tree ; but 
it  was  too  cunning,  and  ran  round  the  tree  also,  seized 
him  by  the  neck,  and  threw  him  down.  It  then  at- 
tempted to  gore  him.  Luckily,  the  tusks  stuck  into 
the  ground  on  each  side  of  him,  and  thus  he  was  pre- 
served. 

12.  The  collector  then  felt  the  brute  take  him  up  in 
his  trunk;  he  heard  my  shot,  and  immediately  found 
himself  on  the  ground.  He  quietly  lay  there  a second 
or  two,  then  inclined  himself  slightly,  and  perceived  that 
the  elephant’s  back  was  toward  him.  The  animal  must 
have  carried  away  at  least  twenty  balls.  Perhaps  he  was 
led  to  select  the  collector  on  account  of  his  being  dressed 
in  bright  white  jean. 

13.  Four  days  after  our  exploit,  a report  reached  us 
that  some  hunters  had  killed  the  elephant,  which  had 
continued  to  wander  about  the  place  where  he  had  been 
wounded.  It  was  fourteen  feet  long  from  the  root  of  the 
tail  to  the  joining  of  the  trunk  to  the  head,  and  eleven 
feet  high.  My  balls  had  struck  in  the  neck  and  left  eye, 
and  the  head  was  terribly  marked  with  shots. 

Library  of  Entertaining  Knowledge. 


For  Preparation. — I.  Find,  on  your  map,  Tinnevelly,  in  the  southern 
part  of  Hindostan.  What  European  nation  governs  this  part  of  India  ? 
(English.) 

H.  Neigh'-bor-hood  (na'->,  pro-geed'-ed,  s&p'-a-rat-ed,  has'-tened 
(hus'nd),  pur-suit'  (-But'). 

III.  Arrange  a list  of  the  action-words  in  the  first  three  paragraphs,  writ- 
ing out  their  several  forms  in  parallel  columns : in  the  first  column,  write 
the  form  denoting  present  time  and  a single  person  spoken  of ; in  the 


80 


FOURTH  READER. 


second  colymn,  present  time  and  more  than  one  person  spoken  of ; in  the 


IV.  Intelligence,  flanked,  jungle,  reanimated,  collector,  ravine,  excite- 
ment, slight,  accident,  occasioned,  sensation,  intense,  percussion-cap,  dis- 
may, trumps,  vital,  reserve,  avoided,  leveled,  revived,  gore,  tusks,  inclined, 
jean,  report,  mangled. 

V.  Write  an  analysis  of  this  piece  (merely  naming  the  several  items, 
thus:  September  2,  1832,  wild  elephants  appear  near  Tinnevelly;  hunting 
party  formed ; ride  to  the  place — rice-fields  and  jungle  ; delay  ; elephants 
heard,  tracks  seen,  but  no  elephant ; false  alarms  ; impatience ; shots  fired 
by  the  collector  ; elephants  seen  up  the  ravine,  etc.). 


XXVIII.— THE  BAREFOOT  BOY. 

1.  Blessings  on  thee,  little  man — 
Barefoot  boy,  with  cheek  of  tan  ! 

With  thy  turned-up  pantaloons, 

And  thy  merry  whistled  tunes  ; 

With  thy  red  lip,  redder  still, 

Kissed  by  strawberries  on  the  hill ; 
With  the  sunshine  on  thy  face, 
Throngh  thy  torn  brim’s  jannty  grace ; 
From  my  heart  I give  thee  joy ! 

I was  once  a barefoot  boy ! 

2.  Oh,  for  boyhood’s  painless  play, 

Sleep  that  wakes  in  laughing  day,. 
Health  that  mocks  the  doctor’s  rules  ; 
Knowledge,  never  learned  of  schools, 
Of  the  wild  bee’s  morning  chase, 

Of  the  wild  flower’s  time  and  place, 


third  column,  past  time.  E.  g. : 


is 

brings 

has 


are 

bring 

have 


was 

brought 

had 


For  Pr 
Why  is 

use  ? Why  cl 

II.  Tor'- 
quire). 

III.  What  meaning  j 
est  in  whitest ; ies  in  1 

IV.  “ From  : 

V.  “Cheek 
“ Redder  still  ’ 

“ Mocks 
which  ?). 


P 


another 
dropped 
to  grieve 
very  strange 
nderstand;  for  she 
of  the  inside  of 


with  count- 
ry e en- 
as  a 
coral- 
at 


FOURTH  READER . 


85 


purifications  by  means  of  the  mysterious  virtues  of  metals 
and  minerals,  I was  allowed  to  come  again  into  the  open 
and  pleasant  air.  I wish  now  to  return  to  my  sisters  in 
the  ocean,  and  there  patiently  wait  till  I am  called  to 
something  better.” 

8.  She  had  scarcely  done  speaking  when  the  roots 
of  a forget-me-not  caught  her,  and  drew  her  in,  that  she 
might  become  a flower,  and  sweetly  shine,  a little  blue 
star  in  the  green  firmament  of  earth. 

Translated  by  J.  C.  Pickard  from  F.  W.  Carove. 


For  Preparation. — I.  From  the  “ Story  without  an  End.”  Lesson  XI., 
the  story  of  “ The  Lark,”  is  the  thirteenth  chapter  of  the  same  book  ; Les- 
son XVII.,  “In  the  Forest,”  is  the  fifth;  and  this  one,  “The  Story  of  a 
Wavelet,”  is  the  second.  The  dragon-fly  has  finished  his  account  of  the 
world,  and  now  the  child  hears  the  -wavelet’s  story. 

II.  De-light'  (-lit'),  ti'-ny,  -erys'-tal,  -eor'-al,  re-§igned'  (-zind'). 

III.  Arrange  the  three  forms  of  the  action-words  that  you  find  in  the 
fourth  and  fifth  paragraphs,  in  columns.  Arrange  “ said  ” and  “ dwelt,” 
for  example,  thus  : 


now 

(he) 

says 

dwells 


now  then 

(they)  (he  or  they) 

say  said 

dwell  dwelt 


IY.  Purling,  bustling,  comical,  huge,  perilous,  adventures,  unity,  anxi- 
ety, austere,  humility,  purifications,  mysterious. 

Y.  “Coral-builders”  (little  animals,  incorrectly  called  “insects,”  that 
secrete  a stony  substance  in  such  quantities  as  to  build  the  coral  formations 
from  the  bottom  of  the  sea  up  toward  the  surface).  The  wavelet  “ clung 
fast  to  a ray.”  Have  you  seen  water  “dry  up  ” — i.  e.,  be  taken  up  or  ab- 
sorbed by  the  air  when  exposed  to  the  warm  sun?  What  ivas  the  “flash 
of  fire  through  the  cloud  ” ? (6.)  “ Purifications  by  means,”  etc. — i.  e., 

water  is  filtered  through  sand  and  other  substances.  Read  Longfellow’s 
poem,  “ Flowers,”  and  note  the  allusion  to  this  story : “ When  he  called 
the  flowers,  so  blue  and  golden,  stars  that  in  earth’s  firmament  do  shine.” 


86 


FOURTH  READER. 


XXX.— EMPHASIS  BY  SLIDES. 

TART  I. 

Listen  again,  and  notice  still  another  way  by  which 
words  are  emphasized.  “Are  you  coming'  ?”  “ Yes', 
in  a moment.”  “Shall  we  read'  together,  or  talk' f” 
“Let  us  read'P  “Will  you'  read  to  me' f or  shall  /' 
read  to  you ' f ” 

Observe  how  the  voice  slides  up  on  some  emphatic 
words,  and  down  on  others. 

When  I say,  “Will  you'  read  to  me'?”  my  voice 
slides  upward  on  “ you  ” and  on  “ me  ” / and  when  I say, 
“ Or  shall  /'  read  to  you ' ? ” my  voice  slides  downward 
on  “/”  and  on  “ you  .” 

These  emphatic  tones,  which  we  use  in  asking  and 
answering  direct  questions,  are  called  “ the  Slides.” 
On  the  simple  question,  the  “ rising  slide ” is  heard 
(marked  thus  [']) ; as,  “ Do  you  hear'  ? ” On  the  answer, 
the  “ falling  slide ” is  heard  (marked  thus  [']) ; as,  “ Yes', 
I hear ' you.” 

For  the  right  use  of  these  rising  and  falling  slides  in 
reading,  we  must  'divide  emphatic  ideas  into  two  classes, 
which  we  wTill  call  positive  and  negative  ideas.  The  most 
important  ideas  are  positive  statements ; as, 

“ Life  is  real' , life  is  earnest' .” 

“ Art  is  long ',  and  Time  is  fleeting'.” 

The  less  important  ideas  are  negative  statements, 
often  in  contrast  with  positive  ideas ; as, 

“ Be  not  like  dumb,  driven  cattle' — 

Be  a hero ' in  the  strife.” 

The  last  line  is  a positive  statement. 

“ Do  right',  and  you  will  be  happy are  both  positive. 


FOURTH  READER. 


87 


“ If  you  do  right' , you  will  be  happy' F Here  the 
first  idea  of  doing  right  is  not  a command — is  not  cer- 
tain, but  doubtful — is  not  positive,  but  negative , and 
must  be  read  with  the  rising  slide.  Hence  the  general 
principle  for  the  slides : 

Positive  ideas  should  be  read  with  the  falling 
slide. 

Negative  ideas  should  be  read  with  the  rising 
slide. 

“ Will  you  take  tea'  or  coffee'  f 55  “ No,  I thank  you ; 

I will  take  water ' or  milk',  if  you  please.55 

The  rising  slide  is  given  to  tea  and  to  coffee  because 
both  are  negative . The  person  asking  the  question  is  in 
doubt  on  both  points.  But  suppose  it  were  certain  that 
one  of  the  two  would  be  taken  ; then  one  idea  is  (in  the 
jnind  of  the  person  asking  the  question)  positive , and  one 
of  the  slides  must  fall.  “ Will  you  take  tea' , or  coffee ' f 55 
“ I will  take  coffee V5 

“ Shall  we  go  to  the  mountains',  or  to  the  seaside'  ? 55 
This  gives  us,  also,  one  positive  idea.  We  are  going  to 
one  place  or  the  other.  But,  “ Shall  .we  go  to  the  moun- 
tains' or  seaside'  this  summer?55  makes  both  “moun- 
tains 55  and  “ seaside 55  negative.  The  person  asking  is 
in  doubt  on  each  point,  and  so  each  has  the  rising 
slide.  But  the  answer,  “We  are  going  to  the  moun- 
tains', or,  “We  are  going  to  the  seaside',55  or,  “We  shall 
stay  at  home',55  is  positive,  and  therefore  requires  the  fall- 
ing slide. 

“ Will  you',  or  you',  or  you'  do  me  this  favor  ? 55 

These  are  all  negative  ideas.  The  person  asking  is  not 
sure  that  any  one  will  favor  him,  and  so  the  rising  slide 
must  be  given  to  each  and  all.  But  if  it  is  positively  be- 
lieved that  one  of  the  three  will  do  the  favor,  then  the 


88 


FOURTH  READER . 


last  one  appealed  to  will  take  the  falling  slide:  “Will 
you',  or  you',  or  you'  do  me  this  favor? ” 

“Is  your  brother7  at  home?”  “Ho',  sir;  he  has 
sailed  for  Europe'.”  “ Has  he  gone  for  pleasure7,  or  for 
study'  ? ”,  “ He  has  gone  for  both'  ” ; or,  “ He  has  gone 
for  his  health',  rather  than  for  pleasure7  or  study7.” 1 

“The  Golden  Rule'  is  the  very  life  and  soul'  of 
politeness '.” 

“ Come,  read'  to  me  som z poem' — 

Some  simple ' and  A^a^'-felt  lay, 

Hot  from  the  grand  old  master s\ 

Hot  from  the  bards  sublime 7. 

Read  from  some  humbler ' poet, 

Whose  songs  gushed  from  his  heart' , 

As  showers'  from  the  clouds  of  summer' , 

Or  tears'  from  the  eyelids'  start.” 

A fine  example  of  the  positive  and  negative  slides  is 
seen  in  these  beautiful  words  of  Dickens,  after  the  death 
of  little  Hell : 

“ She  seemed  a creature  fresh'  from  the  hand  of  God, 
and  waiting ' for  the  breath  of  life ; not  one  wdio  had’ 
lived,  and  suffered  death' .” 

part  n. 

SIMPLE  AND  COMPOUND  QUESTIONS. 

The  simple  question  is,  from  its  very  nature,  a nega- 
tive idea.  It  asserts  nothing ; it  only  asks  something, 

1 The  rule,  so  commonly  given,  that  “ the  voice  must  fall  when  the  sense 
is  completed,”  fails  here,  and  often  elsewhere,  because  the  sense  is  com- 
pleted with  the  negative  idea,  which  must  have  the  rising  slide,  even  at  the 
end  of  the  sentence. 


FOURTH  READER. 


89 


and  is  therefore  to  be  read  with  the  rising  slide  ; as,  “ Do 
yon  understand'  me  ? ” “ Is  it  clear ' ? ” But  if  this 

usual  interrogative  sense  changes  to  a positive  appeal,  the 
question  must  be  read,  like  any  other  positive  idea,  with 
the  falling  slide  : “ That  is  not  right,  isx  it  ? ” “ I would 

not  do  that,  would  you ' f ” The  question  is  not  asked  in 
doubt,  but  with  the  certainty  in  the  speaker’s  mind  that 
the  one  appealed  to  will  agree  with  him. 

“ I said  an  elder'  soldier,  not  a better'  / 

Didx  I say  better  ? ” 

“ Isn’t  that  a splendid ' story  you  are  reading  ? ” 

Thus  we  see  that  the  sense , and  not  the  form,  of  the 
sentence  must  determine  the  right  reading. 

Compound  questions,  such  as,  “ Where  are  you 
going ' f ” “ What  are  you  doing ' ? ” take  the  falling 

slide.  Why  ? Because  every  such  question  has  one 
positive  idea,  which  comes  last,  and  is  emphasized . 

“ You  are  going ' somewhere,”  is  positive.  “ Will  you 
tell  me  where'  ? ” u Where  ” only  is  interrogative,  and 
this  is  not  emphasized  when  the  question  is  read  with 
the  falling  slide.  “ Where  are  you  going ' ? Where  are 
you  going'  ? ” It  is  generally  given  as  a rule  that, 
when  such  questions  as  these  are  repeated,  they  take 
the  rising  slide.  This  is  not  true  in  fact  or  principle  / 
for,  when  such  a question  is  not  heard  the  first  time, 
it  is  repeated  in  the  very  same  way,  with  more  positive 
emphasis,  until  the  person  spoken  to  is  forced  to  hear  it. 
Then  only,  if  his  answer  is  not  distinctly  heard,  the  ques- 
tion may  be  given  with  the  rising  slide ; but  not  until 
the  emphasis  is  taken  from  the  positive,  and  put  on  the 
negative — the  interrogative — idea ; as,  “ Where'  are  you 
going  ? ” 


90 


FOURTH  READER . 


Thus  any  such  double-ideaed  question  — beginning 
with  when,  where,  who,  what,  why,  which,  etc. — may  be 
analyzed  and  read. 


XXXI.— BETH’S  SICKNESS. 

1.  Beth  had  the  scarlet  fever,  and  was  much  sicker 
than  any  one,  except  Hannah  and  the  doctor,  suspected. 
The  girls  knew  nothing  about  illness,  and  Mr.  Lawrence 
was  not  allowed  to  see  her ; so  Hannah  had  everything 
her  own  way,  and  busy  Dr.  Bangs  did  his  best,  but  left 
a good  deal  to  the  excellent  nurse. 

2.  Meg  staid  at  home,  lest  she  should  infect  the 
Kings,  and  kept  house,  feeling  very  anxious,  and  a little 
guilty  when  she  wrote  letters  in  which  no  mention  was 
made  of  Beth’s  illness.  She  could  not  think  it  right  to 
deceive  her  mother ; but  she  had  been  bidden  to  mind 
Hannah,  and  Hannah  would  not  hear  of  “Mrs.  March 
bein’  told,  and  worried  just  for  sech  a trifle.”  Jo  devoted 
herself  to  Beth  day  and  night — not  a hard  task,  for  Beth 
was  very  patient,  and  bore  her  pain  uncomplainingly  as 
long  as  she  could  control  herself. 

3.  But  there  came  a time  when,  during  the  fever-fits, 
she  began  to  talk  in  a hoarse,  broken  voice,  to  play  on  the 
coverlet  as  if  on  her  beloved  little  piano,  and  try  to  sing 
with  a throat  so  swollen  that  there  was  no  music  left ; 
a time  when  she  did  not  know  the  familiar  faces  around 
her,  but  addressed  them  by  wrong  names,  and  called  im- 
ploringly for  her  mother.  Then  Jo  grew  frightened, 
Meg  begged  to  be  allowed  to  write  the  truth,  and  even 
Hannah  said  she  “ would  think  of  it,  though  there  was 
no  danger  yet.”  A letter  from  Washington  added  to 


FOURTH  READER . 


91 


their  trouble,  for  Mr.  March  had  had  a relapse,  and  could 
not  think  of  coming  home  for  a long  while. 

4.  How  dark  the  days  seemed  now ! how  sad  and 
lonely  the  house  ! and  how  heavy  were  the  hearts  of  the 
sisters  as  they  worked  and  waited,  while  the  shadow  of 
death  hovered  over  the  once  happy  home ! Then  it  was 
that  Margaret,  sitting  alone,  with  tears  dropping  often 
on  her  work,  felt  how  rich  she  had  been  in  things  more 
precious  than  any  luxuries  money  could  buy — in  love, 
protection,  peace,  and  health,  the  real  blessings  of  life. 

5.  Then  it  was  that  Jo,  living  in  the  darkened  room, 
with  that  suffering  little  sister  always  before  her  eyes, 
and  that  pathetic  voice  sounding  in  her  ears,  learned  to 
see  the  beauty  and  sweetness  of  Beth’s  nature,  to  feel 
how  deep  and  tender  a place  she  filled  in  all  hearts,  and 
to  acknowledge  the  worth  of  Beth’s  unselfish  ambition 
to  live  for  others,  and  make  home  happy  by  the  exercise 
of  those  simple  virtues  which  all  may  possess,  and  which 
all  should  love  and  value  more  than  talent,  wealth,  or 
beauty. 

6.  And  Amy,  in  her  exile,  longed  eagerly  to  be  at 
home,  that  she  might  work  for  Beth,  feeling  now  that 
no  service  would  be  hard  or  irksome,  and  remembering, 
with  regretful  grief,  how  many  neglected  tasks  those 
willing  hands  had  done  for  her.  Laurie  haunted  the 
house  like  a restless  ghost,  and  Mr.  Lawrence  locked  the 
grand  piano,  because  he  could  not  bear  to  be  reminded  of 
the  young  neighbor  who  used  to  make  the  twilight  pleas- 
ant for  him. 

7.  Every  one  missed  Beth.  The  milkman,  baker, 
grocer,  and  butcher  inquired  how  she  did ; poor  Mrs. 
Hummel  came  to  beg  pardon  for  her  thoughtlessness, 


92 


FOURTH  READER. 


and  to  get  a shroud  for  Minna;  the  neighbors  sent  all 
sorts  of  comforts  and  good  wishes ; and  even  those  wrho 
knew  her  best  were  surprised  to  find  how  many  friends 
shy  little  Beth  had  made. 

8.  Meanwhile  she  lay  on  her  bed,  with  old  Joanna 
at  her  side ; for  even  in  her  wanderings  she  did  not  for- 
get her  forlorn  protegee.  She  longed  for  her  cats,  but 
would  not  have  them  brought,  lest  they  should  get  sick  ; 
and,  in  her  quiet  hours,  she  was  full  of  anxiety  about 
Jo.  She  sent  loving  messages  to  Amy,  bade  them  tell 
her  mother  that  she  would  write  soon,  and  often  begged 
for  pencil  and  paper  to  try  to  say  a word,  that  her  father 
might  not  think  she  had  neglected  him. 

9.  But  soon  even  these  intervals  of  consciousness 
ended,  and  she  lay  hour  after  hour  tossing  to  and  fro, 
with  incoherent  words  on  her  lips,  or  sank  into  a heavy 
sleep  which  brought  her  no  refreshment.  Dr.  Bangs 
came  twice  a day ; Hannah  sat  up  at  night ; Meg  kept  a 
telegram  in  her  desk,  all  ready  to  send  off  at  any  minute ; 
and  J o never  stirred  from  Beth’s  side. 

10.  The  1st  of  December  was  a wintry  day  indeed 
to  them,  for  a bitter  wind  blew,  snow  fell  fast,  and  the 
year  seemed  getting  ready  for  its  death.  When  Dr. 
Bangs  came  that  morning,  he  looked  long  at  Beth,  held 
the  hot  hand  in  both  his  own  a minute,  and  laid  it 
gently  down,  saying  in  a low  tone  to  Hannah,  “ If  Mrs. 
March  can  leave  her  husband,  she’d  better  be  sent  for.” 


For  Preparation. — I.  This  extract  is  from  “ Little  Women  ” (Chap- 
ter XVIII.).  While  the  mother,  Mrs.  March,  is  away  nursing  the  father  in 
a hospital  in  Washington,  Beth  is  taken  sick  with  the  scarlet  fever.  At 
first  they  hesitate  to  inform  the  absent  parents  of  the  state  of  the  case. 
Mrs.  Hummel’s  baby,  “ Minna,”  had  died  of  the  scarlet  fever,  and  Beth  had 
been  exposed  to  the  disease  while  at  Mrs.  Hummel’s. 


FOURTH  READER. 


93 


II.  Noth'-ing  (nuth'-),  bu§'-y  (blz'y),  guilt'-y,  pa'-tient(-shent),  dur'-ing, 
throat,  (throt),  fa-mil'-iar,  fiight'-ened  (frit'nd),  heav'-y,  wait'-ed,  virt'- 
ue§,  val'-ue,  ea'-ger-ly,  haunt'-ed,  ghost  (gost),  neigh'-hor  (na'-),  should 
(shood),  -eom'-forts  (kum'furts),  read'-y. 

III.  Describing-words  are  frequently  changed  to  express  comparison 
{sicker  compares  with  another  one;  sickest  would  compare  with  more 
than  one). 

IV.  Suspected,  allowed,  excellent,  infect,  anxious,  mention,  deceive, 
trifle,  devoted,  uncomplainingly,  control,  hoarse,  addressed,  imploringly, 
relapse,  pathetic,  tender,  acknowledge,  ambition,  possess,  exile,  service, 
irksome,  regretful,  neglected  tasks,  reminded,  twilight,  inquired,  shy,  pro- 
tegee (pro-ta-zha' — one  under  the  care  of  another),  forlorn,  intervals,  in- 
coherent, consciousness. 

V.  Notice  the  stages  in  the  progress  of  the  disease,  as  described  here : 
The  gradual  increase  in  the  interest  of  all  as  the  case  grows  critical ; the 
pathetical  mention  of  Beth’s  thoughtfulness  of  her  parents,  sisters,  and 
even  of  her  cats ; the  traits  of  character  exhibited  by  the  nurse  and  the 
doctor. 


XXXII.— BETH’S  SICKNESS  (Continued). 

1.  It  was  past  two  o’clock  when  Jo,  who  stood  at  the 
window  thinking  how  dreary  the  world  looked  in  its 
winding-sheet  of  snow,  heard  a movement  by  the  bed, 
and,  turning  quickly,  saw  Meg  kneeling  before  their 
mother’s  easy-chair,  with  her  face  hidden.  A dreadful 
fear  passed  coldly  over  Jo  as  she  thought,  “Beth  is  dead, 
and  Meg  is  afraid  to  tell  me  ! ” 

2.  She  was  at  her  post  in  an  instant,  and  to  her  ex- 
cited eyes  a great  change  seemed  to  have  taken  place. 
The  fever-flush  and  the  look  of  pain  were  gone,  and  the 
beloved  little  face  looked  so  pale  and  peaceful  in  its  ut- 
ter repose,  that  Jo  felt  no  desire  to  weep  or  to  lament. 
Leaning  low  over  this  dearest  of  her  sisters,  she  kissed 
the  damp  forehead  with  her  heart  on  her  lips,  and  softly 
whispered,  “ Good-by,  my  Beth — good-by  ! ” 


94 


FOURTH  READER . 


3.  As  if  waked  by  the  stir,1  Hannah  started  out  of  her 
sleep,  hurried  to  the  bed,  looked  at  Beth,  felt  her  hands, 
listened  at  her  lips,  and  then,  throwing  her  apron  over 
her  head,  sat  down  to  rock  to  and  fro,  exclaiming  under 
her  breath  : “ The  fever’s  turned  ! She’s  sleepin’  nat’ral ! 
ITer  skin’s  damp,  and  she  breathes  easy ! Praise  be  given  ! 

0 my  goodness  me  ! ” 

4.  Before  the  girls  could  believe  the  happy  truth,  the 
doctor  came  to  confirm  it.  He  was  a homely  man,  but 
they  thought  his  face  quite  heavenly  when  he  smiled,  and 
said,  with  a fatherly  look  at  them:  “Yes,  my  dears, 

1 think  the  little  girl  will  pull  through  this  time.  Keep 
the  house  quiet.  Let  her  sleep ; and,  when  she  wakes, 
give  her — ” 

5.  "What  they  were  to  give,  neither  heard ; for  both 
crept  into  the  dark  hall,  and,  sitting  on  the  stairs,  held 
each  other  close,  rejoicing  with  hearts  too  full  for  words. 
"When  they  went  back  to  be  kissed  and  cuddled  by  faith- 
ful Hannah,  they  found  Beth  lying,  as  she  used  to  do, 
with  her  cheek  pillowed  on  her  hand,  the  dreadful  pallor 
gone,  and  breathing  quietly,  as  if  just  fallen  asleep. 

“If  mother  wmuld  only  come  now!”  said  Jo,  as  the 
winter  night  began  to  wane. 

6.  “ See  ! ” said  Meg,  coming  up  with  a white,  half- 
opened  rose,  “ I thought  this  would  hardly  be  ready  to 
lay  in  Beth’s  hand  to-morrow,  if  she — went  away  from  us. 
But  it  has  blossomed  in  the  night,  and  now  I mean  to  put 
it  in  my  vase  here ; so,  when  the  darling  wakes,  the  first 
thing  she  sees  will  be  the  little  rose  and  mother’s  face.” 

J.  Never  had  the  sun  risen  so  beautifully,  and  never 
had  the  world  seemed  so  lovely,  as  it  did  to  the  heavy 
eyes  of  Meg  and  Jo  as  they  looked  out  in  the  early  morn- 
ing, when  their  long,  sad  vigil  was  done. 


FOURTH  READER . 


95 


8.  “ It  looks  like  a fairy  world,”  said  M6g,  smiling  to 
herself,  as  she  stood  behind  the  curtain,  watching  the 
dazzling  sight.  „ 

66  Hark ! ” cried  Jo,  starting  to  her  feet. 

Yes,  there  was  a sound  of  bells  at  the  door  below,  a 
cry  from  Hannah,  and  then  Laurie’s  voice,  saying,  in  a 
joyful  whisper : “ Girls — she’s  come — she’s  come  ! ” 

Louisa  M.  Alcott. 

For  Preparation. — I.  Meanwhile  Laurie  has  telegraphed  for  the  moth- 
er, and  brings  word  that  Mr.  March  is  better.  Mrs.  March  is  expected  to 
arrive  at  two  in  the  morning.  The  doctor  says  that  a change  for  better  or 
worse  will  take  place  at  midnight.  Midnight  has  passed,  but  the  sisters 
are  still  in  doubt. 

II.  Drear'-y,  kneeF-ing  (neel'-),  a-fraid',  list'-ened  (lis'nd),  a'-pron 
(a'pum),  vase,  heav'-y,  watch'-ing,  sight  (sit). 

III.  Explain  the  ’s  in  “the  fever’s  turned”;  in  “skin’s  damp”;  in 
“ she’s  come  ” ; in  “ mother’s  face.” 

IV.  “ Winding-sheet,”  instant,  “ utter  repose,”  desire,  lament,  homely, 
pallor,  dazzling,  vigil. 

V.  Correct  “She’s  sleepin’  nat’ral.”  Use  a better  expression  for  “pull 
through.”  What  does  “ 0 my  goodness  me  ! ” express  ? (Anything  more 
than  joyful  surprise  and  relief?) 


XXXIII.— THE  RAINY  DAY. 

The  day  is  cold,  and  dark,  and  dreary ; 

It  rains,  and  the  wind  is  never  weary ; 

The  vine  still  clings  to  the  moldering  wall, 
But  at  every  gust  the  dead  leaves  fall, 

And  the  day  is  dark  and  dreary. 

My  life  is  cold,  and  dark,  and  dreary  ; 

It  rains,  and  the  wind  is  never  weary ; 

My  thoughts  still  cling  to  the  moldering  past, 
But  the  hopes  of  youth  fall  thick  in  the  blast, 
And  the  days  are  dark  and  dreary. 


96 


FOURTH  READER. 


Be  still,  sad  heart,  and  cease  rejDining ; 

Behind  the  clouds  is  the  sun  still  shining ; 

Thy  fate  is  the  common  fate  of  all ; 

Into  each  life  some  rain  must  fall : 

Some  days  must  be  dark  and  dreary. 

H.  W.  Longfellow . 

For  Preparation. — I.  Have  you  read  this  author’s  poem,  “Afternoon 
in  February  ” ? (See  Lesson  LXI.)  Note  the  resemblances  and  differ- 
ences. The  day,  cold,  dark,  dreary,  rainy,  with  dead  leaves  falling,  corre- 
sponds to  the  life  within,  the  thoughts,  hopes,  etc.  In  the  poem  referred 
to  (LXI.)  there  is  a similar  correspondence. 

II.  Drear'-y,  wea'-ry. 

III.  Correct : It  rain  ; the  vine  cling. 

IY.  “ Moldering  past,”  repining. 

Y.  What  is  the  consolation  which  the  poem  mentions  ? What,  in  the 
second  stanza,  corresponds  to  the  day , the  vine , the  dead  leaves , in  the  first 
stanza  ? 


XXXIV.— AX-GRINDING. 

1.  When  I was  a little  hoy,  I remember,  one  cold 
winter’s  morning,  I was  accosted  by  a smiling  man  with 
an  ax  on  his  shoulder.  “ My  pretty  boy,”  said  he,  “ has 
your  father  a grindstone  ? ” 

“ Yes,  sir,”  said  I. 

“ You  are  a fine  little  fellow  ! ” said  he.  “ Will  you 
let  me  grind  my  ax  on  it  ? ” 

2.  Pleased  with  the  compliment  of  “ fine  little  fel- 
low,” “ Oh,  yes,  sir,”  I answered.  “ It  is  down  in  the 
shop.” 

“ And  will  you,  my  man,”  said  he,  patting  me  on  the 
head,  “ get  me  a little  hot  water  ? ” 

How  could  I refuse?  I ran,  and  soon  brought  a 
kettleful. 


FOURTH  READER. 


97 


3.  “ How  old  are  you  ? — and  what’s  your  name  ? ” con- 
tinued he,  without  waiting  for  a reply.  “ I’m  sure  you 
are  one  of  the  finest  lads  that  I have  ever  seen.  .Will 
you  just  turn  a few  minutes  for  me  ? ” 

4.  Tickled  with  the  flattery,  like  a little  fool,  I went 
to  work,  and  bitterly  did  I rue  the  day.  It  was  a new 
ax,  and  I toiled  and  tugged  till  I was  almost  tired  to 
death.  The  school-hell  rang,  and  I could  not  get  away. 
My  hands  were  blistered,  and  the  ax  was  not  half 
ground. 

5.  At  length,  however,  it  was  sharpened,  and  the 
man  turned  to  me  with,  u Now,  you  little  rascal,  you’ve 
played  truant ! Scud  to  the  school,  or  you’ll  rue  it ! ” 

“ Alas  ! ” thought  I,  “ it  was  hard  enough  to  turn  a 
grindstone  this  cold  day,  but  now  to  be  called  a little 
rascal  is  too  much.” 

6.  It  sank  deep  into  my  mind,  and  often  have  I 
thought  of  it  since.  When  I see  a merchant  over-polite 
to  his  customers,  begging  them  to  take  a little  brandy, 
and  throwing  his  goods  on  the  counter,  thinks  I,  “ That 
man  lias  an  ax  to  grind.” 

7.  When  I see  a man  flattering  the  people,  making 
great  professions  of  attachment  to  liberty,  who  is  in 
private  life  a tyrant,  methinks,  “ Look  out,  good 
people ! That  fellow  would  set  you  turning  grind- 
stones ! ” 

8.  When  I see  a man  hoisted  into  office  by  party 

spirit,  without  a single  qualification  to  render  him  either 
respectable  or  useful,  “ Alas ! ” methinks,  “ deluded 
people,  you  are  doomed  for  a season  to  turn  the  grind- 
stone for  a booby.”  Benjamin  Franklin. 

7 


98 


FOURTH  READER . 


For  Preparation. — I.  Who  wrote  this  piece?  (See  the  signature  at 
the  end.)  Supposing  that  the  event  described  actually  occurred  in  the  life 
of  the  author  of  this  piece,  about  what  year  was  it  ? (See  Lessons  I.  and 
LXY.  for  the  date  of  his  birth.) 

II.  Write,  with  diacritical  marks  (as  here  indicated),  dividing 
into  syllables,  marking  the  accent  and  the  pronunciation  of  the 
important  vowels,  the  following  words:  Shoul'-der,  pret'-ty  (prit'-), 
said  (s6d),  an'-swered  (serd),  brought  (brawt),  peo'-ple  (pe'pi),  mm'-utes 
(-its),  ax.  Write  these  words  in  a column,  and  explain  in  each  case 
the  difficulties  of  spelling  and  pronunciation,  as  in  the  following 
model.  (See  spelling-lessons  in  the  Appendix  for  fuller  directions.) 


WORDS.  'EXPLANATION  OF  DIFFICULTIES  OF  SPELLING,  ETC. 

Shoul'-der uses  the  combination  ou  to  represent  the  sound  o.  It 

is  more  common  to  use  o,  oa,  or  ow ; less  common 

to  use  oe,  oo,  cau,  ew,  eo,  or  au. 

Pret'-ty  (prit'ty). . . .uses  e for  1;  more  common  to  use  i,  y,  ui,  or  u;  less 
common,  ee,  ie,  or  o. 

said uses  ai  for  e;  more  common,  c or  ea;  less  common,  ae, 

a,  ei,  eo,  ie,  u,  or  ue. 

an'-sttfeml w is  silent;  also  an  e in  the  final  syllable. 

brought uses  ou  for  a;  more  common,  aw,  au,  or  o;  less  com- 

mon, oa.  The  gh  also  is  silent. 

mm'-utes  (min 'its),  .uses  u for  i'  (see  above,  “ pretty”);  also  e silent. 

peo'-ple uses  eo  for  e ; more  common,  e,  ea,  ee,  ie,  ei,  i,  ey,  and 

ae  ; less  common,  uay. 

ax spelled  by  English  authorities,  and  by  Worcester,  axe. 

Webster’s  Diacritical  Marks:  a,  e,  i,  6,  u,  y,  long;  a,  1,  o, 


u,  y,  short ; care,  far,  last,  fall,  what ; there,  veil,  term ; pique, 
firm ; done,  for,  do,  wolf,  food,  foot ; ffirl,  rude,  push ; silent  let- 
ters in  italics  ; g as  s ; gh  as  sh  ; -e,  -eh,  as  k;  g as  j ; g as  in  get ; 
§ as  z ; 5 as  gz  ; n as  in  linger,  link ; th  as  in  thine. 

III.  Explain  the  use  of  the  apostrophe  in  winter’s,  what’s,  you’ve ; — the 

use  of  the  hyphen  in  over-polite,  and  its  omission  in  grindstone.  What 
is  the  use  of  5 in  minutes  ? “ Look  out,  good  people  ! ” — why  is  capital  L 

used,  and  why  the  ! at  the  end  ? 

IV.  Define  compliment,  accosted,  scud,  rue,  flattery,  blistered,  booby ; 
use  synonyms  for  these  in  the  sentences  where  they  occur,  if  possible. 

Y.  Why  “ a smiling  man  ” ? (i.  e.,  why  did  he  smile  ?)  Explain  the 
motive  for  the  use  of  the  words,  “ fine  little  fellow,”  u my  man,”  “ how 
old  are  you  ? ” etc.  Why  did  he  pat  the  boy  on  the  head  ? (Dr.  Frank? 


FOURTH  READER. 


99 


lin’s  style  is  regarded  as  a model  of  purity  and  simplicity.  It  contains 
many  colloquial  expressions,  however,  that  should  not  be  approved  in 
writing ; e.  g.,  he  frequently  uses  such  phrases  as  “ says  I,”  “ thinks  I.”) 
Point  out  some  sentence  in  this  piece  which  you  think  particularly  clear  and 
strong  in  style.  What  is  the  thought  of  the  piece,  stated  in  your  own 
words  ? Compare  the  style  and  thought  of  this  piece  with  that  of  Lesson 
I.,  on  “ The  Whistle.”  Each  conveys  a moral. 


XXXV.— MARCH. 

1.  The  cock  is  crowing, 

The  stream  is  flowing, 

The  small  birds  twitter, 

The  lake  doth  glitter, 

The  green  field  sleeps  in  the  sun  ; 

The  oldest  and  youngest  v 
Are  at  work  with  the  strongest ; 

The  cattle  are  grazing, 

Their  heads  never  raising ; 

There  are  forty  feeding  like  one  ! 

2.  Like  an  army  defeated, 

The  snow  hath  retreated, 

And  now  doth  fare  ill 

On  the  top  of  the  bare  hill ; 

The  plowboy  is  whooping  anon,  anon. 

There’s  joy  in  the  mountains ; 

There’s  life  in  the  fountains ; 

Small  clouds  are  sailing, 

Blue  sky  prevailing ; 

The  rain  is  over  and  gone  ! 

William  Wordsworth. 

For  Preparation. — I.  Have  you  read  any  other  selection  from  Words- 
worth? (Lesson  II.,  “ The  Kitten  and  the  Falling  Leaves”;  Lesson  XIII., 
“Alice  Fell.”)  He  is  famed  for  deep  thought,  but  sometimes  wrote  child- 
ish and  whimsical  pieces, 


lOO 


FOURTH  READER. 


II.  Plow '-boy,  whoop'-ing  (hoop'-),  pre-vail'-ing,  small. 

III.  Explain  the  th  in  doth  (expresses  present  time  and  person  ad- 
dressed) ; s in  sleeps  (present  time  and  person  spoken  of) ; est  in  oldest 
(what  form  of  the  describing-word  would  you  use,  if  only  two  things  were 
compared  ?) ; ing  in  grazing  ; ed  in  defeated  ; ne  in  gone  (past  time).  Differ- 
ence in  meaning  between  is  and  are  ? When  do  you  use  is,  and  when  are  ? 

IV.  “Twitter” — does  this  word  indicate  its  meaning  by  its  sound? 
What  does  “anon”  mean?  (“anon,  anon” — again  and  again.) 

V.  Notice  the  rhymes,  fare  ill  and  bare  hill.  Do  the  English  pronounce 
the  li  as  strongly  as  we  do  ? Anon  rhymes  with  gone : this  is  the  way  the 
English  pronounce  gone.  We  ought  to  say  gon , and  not  gon.  “Forty 
feeding  like  one  ” — what  effect  does  this  sentence  have  in  painting  the 
picture  ? Can  you  see,  in  imagination,  how  the  scene  looked  ? Why  were 
the  cattle  so  intent  on  eating  ? Was  it  the  taste  of  the  new  grass  growing 
after  the  shower,  and  the  fact  that  the  cattle  had  had  no  fresh  grass  all 
winter  ? 


XXXVI.— THE  CAREFUL  OBSERVER. 

1.  A dervise  was  journeying  alone  in  a desert,  wlien 
two  merchants  suddenly  met  him.  “You  have  lost  a 
camel,”  said  he  to  the  merchants.  “ Indeed  we  have,” 
they  replied. 

2.  “Was  he  not  blind  in  his  right  eye,  and  lame  in 

his  left  leg  ? ” said  the  dervise.  “ He  was,”  replied  the 
merchants.  “ Had  he  not  lost  a front  tooth  ? ” “ He 

had,”  said  the  merchants.  “ And  was  he  not  loaded 
with  honey  on  one  side,  and  with  wheat  on  the  other  ? ” 
“ Most  certainly  he  was,”  they  replied ; “ and,  as  you 
have  seen  him  so  lately,  and  marked  him  so  particularly, 
you  can,  in  all  probability,  conduct  us  to  him.” 

3.  “ My  friends,”  said  the  dervise,  “ I have  never 
seen  your  camel,  nor  ever  heard  of  him,  but  from  you  ! ” 
“ A pretty  story,  truly,”  said  the  merchants ; “ but  where 
are  the  jewels  which  formed  a part  of  his  burden  ? ” “I 


FOURTH  READER.  lOi 

have  seen  neither  your  camel  nor  your  jewels,”  repeated 
the  dervise. 

4.  On  this,  they  seized  his  person,  and  forthwith  hur- 
ried him  before  the  cadi ; but,  on  the  strictest  search, 
nothing  could  be  found  upon  him,  nor  could  any  evidence 
whatever  be  adduced  to  convict  him  either  of  falsehood 
or  of  theft. 

5.  They  were  about  to  proceed  against  him  as  a sor- 
cerer, when  the  dervise,  with  great  calmness,  thus  ad- 
dressed the  court : “ I have  been  much  amused  with  your 
surprise,  and  own  that  there  has  been  some  ground 
for  your  suspicions ; but  I have  lived  long  and  alone, 
and  I can  find  ample  scope  for  observation  even  in  a 
desert. 

6.  “ I knew  that  I had  crossed  the  track  of  a camel 
that  had  strayed  from  its  owner,  because  I saw  no  mark 
of  any  human  footstep  on  the  same  route.  I knew  that 
the  animal  was  blind  of  one  eye,  because  it  had  cropped 
the  herbage  only  on  one  side  of  its  path ; and  that  it  was 
lame  in  one  leg,  from  the  faint  impression  which  that 
particular  foot  had  produced  upon  the  sand. 

7.  “ I concluded  that  the  animal  had  lost  one  tooth, 
because,  wherever  it  had  grazed,  a small  tuft  of  herbage 
had  been  left  uninjured  in  the  center  of  its  bite.  As  to 
that  which  formed  the  burden  of  the  beast,  the  busy  ants 
informed  me  that  it  was  corn  on  the  one  side ; and  the 
clustering  flies,  that  it  was  honey  on  the  other.” 

Colton . 


For  Preparation. — I.  Who  is  a dervise  ? (spelled  also  dervis  and  der- 
vish— a Turkish  or  Persian  monk.)  What  country  does  he  inhabit? 
(Western  Asia.)  What  deserts  are  found  there?  For  what  purposes  are 
camels  used  on  deserts,  and  why  used  instead  of  horses  or  oxen  ? Who 
is  a cadi  ? (A  Turkish  “justice  of  the  peace.”) 


102 


FOURTH  READER . 


IL  Copy  spelling  and  pronunciation,  and  give  explanations 
(according  to  form  in  Lesson  XXXI Y.)  of  jotlr'-ney-ing  (jur'-ny-),  ( ey 
before  i),  hon'-ey  (Mn'y)  ( o as  u and  ey  as  £),  frigndg  (frSndz),  sus- 
pi'-cious  (-pish'us),  -cropped  {pped  pronounced  pt),  strayed,  seized, 
route  (ou  as  oo ),  bu§'-y,  (W£)  e^'-di,  der'-vlse. 

III.  Explain  the  modification  in  meaning  produced  by  the  addition  of  ed 
in  loaded,  ly  in  lately,  s in  jewels,  n in  seen,  r in  your,  est  in  strictest,  nesb 
in  calmness,  er  in  owner. 

IY.  Define  sorcerer,  ample,  scope. 

Y.  What  persons,  from  their  mode  of  life  and  the  business  that  they 
are  engaged  in,  are  likely  to  become  careful  observers  of  the  traces  left  by 
wild  animals  ? — of  the  signs  of  change  in  the  weather  ? — of  the  obstructions 
on  rail  way- tracks  ? — of  the  signs  of  disease  in  men  ? — of  errors  in  print- 
ing ? — of  signs  of  dishonesty  among  people  on  the  street  ? — of  the  indica- 
tions of  strength  and  speed  in  horses  ? 


XXXVII.— THE  MARINER’S  DREAM. 

1.  In  slumbers  of  midnight  the  sailor-boy  lay ; 

His  hammock  swung  loose  at  the  sport  of  the 
wind, 

But,  watchworn  and  weary,  his  cares  flew  away, 

And  visions  of  happiness  danced  o’er  his  mind. 

2.  He  dreamed  of  his  home,  of  his  dear  native  bowers, 

And  pleasures  that  waited  on  life’s  merry  morn ; 
While  Memory  stood  sidewise,  half  covered  with 
flowers, 

And  restored  every  rose,  but  secreted  its  thorn. 

3.  Then  Fancy  her  magical  pinions  spread  wide, 

And  bade  the  young  dreamer  in  ecstasy  rise  : 

Now  far,  far  behind  him  the  green  waters  glide, 

And  the  cot  of  his  forefathers  blesses  his  eyes. 


FOURTH  READER. 


103 


4.  The  jessamine  clambers  in  flowers  o’er  the  thatch, 

And  the  swallow  chirps  sweet  from  her  nest  in  the 
wall ; 

All  trembling  with  transport,  he  raises  the  latch, 
And  the  voices  of  loved  ones  reply  to  his  call. 

5.  A father  bends  o’er  him  with  looks  of  delight ; 

His  cheek  is  impearled  with  a mother’s  warm  tear ; 
And  the  lips  of  the  boy  in  a love-kiss  nnite 

With  the  lips  of  the  maid  whom  his  bosom  holds 
dear. 

6.  The  heart  of  the  sleeper  beats  high  in  his  breast ; 

Joy  quickens  his  pulses — all  hardships  seem  o’er, 
And  a murmur  of  happiness  steals  through  his  rest : 
“ O God  ! thou  hast  blessed  me  ; I ask  for  no  more.” 

7.  Ah,  what  is  that  flame  which  now  bursts  on  his  eye  ? 

Ah,  what  is  that  sound  which  now  ’larms  on  his 
ear  ? 

’Tis  the  lightning’s  red  gleam,  painting  hell  on  the 
sky ! 

’Tis  the  crashing  of  thunders,  the  groan  of  the 
sphere  ! 

8.  lie  springs  from  his  hammock — he  flies  to  the  deck ! 

Amazement  confronts  him  with  images  dire ; 

Wild  winds  and  mad  waves  drive  the  vessel  a wreck — 
The  masts  fly  in  splinters — the  shrouds  are  on  fire ! 

9.  Like  mountains  the  billows  tremendously  swell ; 

In  vain  the  lost  wretch  calls  on  Mercy  to  save ; 
Unseen  hands  of  spirits  are  ringing  his  knell, 

And  the  Death-angel  flaps  his  broad  wings  o’er  the 
wave ! 


104 


FOURTH  READER. 


10.  O sailor-boy,  woe  to  thy  dream  of  delight ! 

In  darkness  dissolves  the  gay  frost-work  of  bliss. 
Where,  now,  is  the  picture  that  Fancy  touched 
bright — 

Thy  parents’  fond  pressure,  and  Love’s  honeyed 
kiss  ? 

11.  O sailor-boy,  sailor-boy,  never  again 

Shall  home,  love,  or  kindred  thy  wishes  repay ! 
Unblessed  and  unhonored,  down  deep  in  the  main 
Full  many  a fathom,  thy  frame  shall  decay. 

12.  FTo  tomb  shall  e’er  plead  to  remembrance  for  thee, 

Or  redeem  form  or  frame  from  the  merciless  surge ; 
But  the  white  foam  of  waves  shall  thy  winding-sheet 
be, 

And  winds,  in  the  midnight  of  winter,  thy  dirge  ! 

13.  On  a bed  of  green  sea-flowers  thy  limbs  shall  be 

laid  ; 

Around  thy  white  bones  the  red  coral  shall  grow ; 
Of  thy  fair  yellow  locks,  threads  of  amber  be  made ; 
And  every  part  suit  to  thy  mansion  below. 

14.  Days,  months,  years,  and  ages  shall  circle  away, 

And  still  the  vast  waters  above  thee  shall  roll ; 
Earth  loses  thy  pattern  for  ever  and  aye. 

O sailor-boy,  sailor-boy,  peace  to  thy  soul ! 

William  Dimond. 


For  Preparation. — I.  For  what  people  would  this  poem  possess  the 
most  interest  ? (For  a people  living  on  an  island — Great  Britain — and  fur- 
nishing multitudes  of  sailors  ? How  many  friends  and  relatives  on  that 
island  have  occasion  every  year  to  mourn  those  lost  by  shipwreck  !)  Do 
you  think  that  the  author  of  this  poem  was  an  American,  or  an  Englishman  ? 


FOURTH  READER . 


105 


II.  E-e'-sta-sy,  hon'-eyed  (him'id),  mer'-gi-less,  mem'-o-ry. 

III.  Of  what  two  words  is  midnight  composed,  and  what  does  each 

mean  ? “0  God ! thou  hast  blessed  me,”  etc. — whose  words  do  the  quo- 
tation-marks here  indicate  ? “ ’Larms  ” — what  is  omitted  ? (“  ’Larums  his 

ear  ” is  another  reading  of  this  passage.)  “ Parents’  fond  pressure  ” — what 
does  the  s'  indicate  ? What  effect  on  the  meaning,  if  it  were  changed  to 
's  ? “Many  a fathom” — what  does  a mean  after  many ? (It  makes  us 
think  of  each  one  of  the  number,  and  therefore  makes  it  seem  larger.) 
“ Shall  e’er  plead  ” — what  is  omitted  in  e'er  ? 

IV.  Hammock,  watchworn,  jessamine,  clambers  (how  can  a plant  be 
said  to  clamber?)-,  transport,  fathom,  amber-threads,  thy  pattern,  “for  ever 
and  aye,”  red  coral. 

V.  Do  you  pronounce  wind  so  as  to  rhyme  with  mind?  (see  first  stanza.) 

“ Memory  stood  sidewise.”  (Memory  is  personified  here,  or  described  as  a 
person.)  How  could  she  stand  so  as  to  conceal  the  thorns,  and  show  only 
the  roses  ? Do  all  roses  grow  on  thorny  bushes  ? How  is  Fancy  personified 
(as  an  angel)  in  the  third  stanza  ? What  is  meant  by  “ groan  of  the 
sphere  ” ? “ Unblessed  ” (i.  e.,  by  parents,  or  by  the  clergyman)  “ and  un- 

honored ” (i.  e.,  without  the  usual  ceremonies  in  honor  of  the  dead — without 
tombstone,  etc.).  Is  this  not  a dreary  poem — without  any  consolation  ? 


XXXVIII.— HOW  MUCH  EMPHASIS. 

The  degree  of  emphasis  of  all  kinds  varies  with  the 
relative  worth  and  spirit  of  the  ideas.  Mere  facts  call 
only  for  force,  time,  and  slide  enough  to  distinguish  the 
more  important  words  from  the  others. 

“ How  many  were  with)  you  on  your  excursion  ? 55 
“ Twenty'.5’ 

“ Where  did  you  go ' f 55  u Where'  ? To  the  moun- 
tains'.” 

Here  the  distinctive  force,  time,  and  slide  are  all  mod- 
erate. But  when  earnest  feeling  is  added  to  the  facts, 
the  degree  of  emphasis  increases  accordingly.  u Did  you 


106 


FOURTH  READER. 


enjoy'  the  mountain-scenery  ? 55  “ Oh,  ever'  so  much ! * 

It  was  so  w-i-l-d'  and  g-r-a-n-d'  ! I never  saw ' anything 
so  magnificent'.5’ 

Here  the  “ force 55  grows  louder  with  the  earnest- 
ness, the  “slides55  are  longer,  and  the  “time55  (when 
applicable)  is  longer.  But  gentle  ideas,  tenderness , and 
sadness  require  subdued  force — softer  than  that  given 
to  matter-of-fact  ideas.  The  slides,  also,  are  a half-tone 
shorter.  But  the  time  is  longer,  and  fills  more  s-p-a-c-e, 
in  emphasizing  sacred  or  sad  parts. 

EXAMPLE. 

Paul  had  never  risen'  from  his  little  bed'.  . . . 

“ Floy ! what  is"  that  ? 55 

“ Where',  dearest  ? 55  “ There',  at  the  bottom  of  the 

bed'.”  “ There’s  nothing  there,  except  papa' T The 
figure  lifted  up  its  head,  and  rose',  and,  coming  to  the 
bedside,  said' : “ My — own — boy  ! Don’t  you  hnowr 
me  ? 55 

“ Don’t  be  so  sorry'  for  me\  dear  papa'.  Indeed,  I 
am  quite  happy".  How,  lay  me  down.  And,  Floy', 
come  close ' to  me,  and  let  me  see  you'. 55  .... 

“ How  fast'  the  river ' runs,  between  its  green  banks 
and  the  rushes",  Floy’ ! But  it’s  very  near — the — sea ' 
now.  I hear  the  waves  ! They  always ' said  so" ! 55 

Presently,  he  told  her  that  the  motion  of  the  boat 
upon  the  stream  was  lulling  him  to  rest'.  How,  the  boat 
was  out  at  sea' • and  now,  there  wTas  a shore'  before  him. 
Who'  stood  on  the  bank  ? He  put  his  hands  together,  as 
he  had  been  used  to  do  at  his  prayers'.  He  did  not  re- 
move his  arms'  to  do  it,  but  they  saw  him  fold  them  so 


FOURTH  READER. 


101 

behind  his  sister's  neck'.  “ Mamma  is  like  y-o-u', 
Floy" ; I know"  her  by  the  face'  ! The  light  about  the 
head"  is  shining  - on  - me  as  I go'  ! " 

From  “ Dombey  and  Son”  by  Dickens. 


XXXIX.— THE  DEATH  OF  THE  FLOWERS. 

1.  The  melancholy  days  are  come,  the  saddest  of  the 

year, 

Of  wailing  winds,  and  naked  woods,  and  meadows 
brown  and  sear. 

Heaped  in  the  hollows  of  the  grove,  the  autumn 
leaves  lie  dead ; 

They  rustle  to  the  eddying  gust,  and  to  the  rabbit’s 
tread. 

The  robin  and  the  wren  are  flown,  and  from  the  shrubs 
the  jay, 

And  from  the  wood-top  calls  the  crow  through  all  the 
gloomy  day. 

2.  Where  are  the  flowers,  the  fair  young  flowers,  chat 

lately  sprang  and  stood 

In  brighter  light  and  softer  airs,  a beauteous  sister- 
hood ? 

Alas ! they  all  are  in  their  graves — the  gentle  race  of 
flowers 

Are  lying  in  their  lowly  beds,  writh  the  fair  and  good 
of  ours. 

The  rain  is  falling  where  they  lie ; but  the  cold  No- 
vember rain 

Calls  not  from  out  the  gloomy  earth  the  lovely  ones 
again. 


108 


FOURTH  READER . 


3.  The  windflower  and  the  violet,  they  perished  long 
ago,  . 

And  the  brier-rose  and  the  orchis  died  amid  the  sum- 
mer glow ; 

But  on  the  hill  the  goldenrod,  and  the  aster  in  the 
wood, 

And  the  yellow  sunflower  by  the  brook  in  autumn 
beauty  stood, 

Till  fell  the  frost  from  the  clear  cold  heaven,  as  falls 
the  plague  on  men, 

And  the  brightness  of  their  smile  was  gone  from  up- 
land, glade,  and  glen. 

L And  now,  when  comes  the  calm,  mild  day,  as  still 
such  days  will  come, 

To  call  the  squirrel  and  the  bee  from  out  their  winter 
home ; 

When  the  sound  of  dropping  nuts  is  heard,  though 
all  the  trees  are  still, 

And  twinkle  in  the  smoky  light  the  waters  of  the 
rill ; 

The  South-wind  searches  for  the  flowers  whose  fra- 
grance late  he  bore, 

And  sighs  to  find  them  in  the  wood  and  by  the 
stream  no  more. 

5.  And  then  I think  of  one  who  in  her  youthful  beauty 
died, 

The  fair,  meek  blossom  that  grew  up  and  faded  by 
my  side  : 

In  the  cold,  moist  earth  we  laid  her,  when  the  forests 
cast  the  leaf, 

And  we  wept  that  one  so  lovely  should  have  a life  so 
brief ; 


FOURTH  READER.  109 

Yet  not  unmeet  it  was  that  one,  like  that  young  friend 
of  ours, 

So  gentle  and  so  beautiful,  should  perish  with  the 
flowers.  William  Cullen  Bryant. 

For  Preparation. — I.  What  month  is  here  described  ? Collect  the 
assertions  relating  to  plants  and  to  animals  which  indicate  the  season. 

II.  M&l'-an--eli51-y,  sad'-dest,  sear  (sere),  beau'te-oiis  (bu'-),  plague 
(plag),  squir'-rel  (pronounced  in  England  squir'rel,  or  squer'rel ; in  this 
country  we  generally  hear  it  pronounced  skwur'rel). 

III.  Turn  into  prose  the  fourth  stanza,  using  words  of  your  own  if  re- 
quired to  make  the  expression  clear  and  complete. 

IV.  Eddying,  brier-rose,  orchis,  windflower,  goldenrod,  aster,  brief, 
“ glade  and  glen.” 

Y.  “ The  mel-xn.-chol-j  days  are  come , the  saddest  of  the  year  ” (w—  | 
^ — | | v^—  ||  w—  | w—  | w—).  Contrast  the  regularity  of  the  rhythm 

in  this  piece  with  that  in  XLIII.  and  LVI.  Note  the  personification  of 
South-wind  in  the  fourth  stanza,  the  description  of  melancholy  external 
conditions  affecting  nature,  and  of  the  corresponding  inward  melancholy 
at  the  decease  of  a person — a young  friend.  (See  XXXIII.  and  LXI.  for  a 
similar  transition.) 


XL— THE  TEMPEST. 

1.  There  was  a certain  island  in  the  sea,  the  only  in- 
habitants of  which  were  an  old  man,  whose  name  was 
Prospero,  and  his  daughter  Miranda,  a very  beautiful 
young  lady.  She  came  to  this  island  so  young,  that  she 
had  no  memory  of  having  seen  any  other  human  face 
than  her  father’s. 

2.  They  lived  in  a cave,  or  cell,  made  out  of  a rock. 
It  was  divided  into  several  apartments,  one  of  which 
Prospero  called  his  study.  There  he  kept  his  books,  which 
chiefly  treated  of  magic — a study  at  that  time  much  affect- 
ed by  all  learned  men  ; and  the  knowledge  of  this  art  he 
found  very  useful  to  him,  for,  being  thrown  by  a strange 


no 


FOURTH  READER . 


chance  upon  this  island,  which  had  been  enchanted  by  a 
witch  called  Sycorax,  who  died  there  a short  time  before 
his  arrival,  Prospero,  by  virtue  of  his  art,  released  many 
good  spirits  that  Sycorax  had  imprisoned  in  the  bodies 
of  large  trees,  because  they  had  refused  to  execute  her 
wicked  commands.  These  gentle  spirits  were  ever  after 
obedient  to  the  will  of  Prospero.  Of  these,  Ariel  was 
the  chief. 

3.  The  lively  little  sprite  Ariel  had  nothing  mischiev- 
ous in  his  nature,  except  that  he  rather  took  too  much 
pleasure  in  tormenting  an  ugly  monster  called  Caliban ; 
for  he  owed  him  a grudge  because  he  was  the  son  of  his 
old  enemy  Sycorax.  This  Caliban  Prospero  found  in  the 
woods,  a strange,  misshapen  thing,  far  less  human  in  form 
than  an  ape.  lie  took  him  home  to  his  cell,  and  taught 
him  to  speak  ; and  Prospero  would  have  been  very  kind 
to  him,  but  the  bad  nature  which  Caliban  inherited  from 
his  mother  Sycorax  would  not  let  him  learn  anything 
good  or  useful ; therefore  he  was  employed  like  a slave, 
to  fetch  wood,  and  do  the  most  laborious  offices;  and 
Ariel  had  the  charge  of  compelling  him  to  do  these  ser- 
vices. 

4.  When  Caliban  was  lazy  and  neglected  his  work, 
Ariel,  who  was  invisible  to  all  eyes  but  Prospero’s,  would 
come  slyly  and  pinch  him,  and  sometimes  tumble  him 
down  in  the  mire ; and  then  Ariel,  in  the  likeness  of  an 
ape,  would  make  mouths  at  him  ; then,  swiftly  changing 
his  shape,  in  the  likeness  of  a hedgehog,  he  would  lie 
tumbling  in  Caliban’s  way,  who  feared  the  hedgehog’s 
sharp  quills  would  prick  his  bare  feet.  With  a variety 
of  such  like  vexatious  tricks  Ariel  would  often  torment 
him,  whenever  Caliban  neglected  the  work  which  Pros- 
pero commanded  him  to  do, 


FOURTH  READER. 


Ill 


5.  Having  these  powerful  spirits  obedient  to  his  will, 
Prospero  could,  by  their  means,  command  the  winds  and 
the  waves  of  the  sea.  By  his  orders  they  raised  a violent 
storm,  in  the  midst  of  which,  and  struggling  with  the 
wild  sea-waves,  that  every  moment  threatened  to  swallow 
it  up,  he  showed  his  daughter  a fine  large  ship,  which,  he 
told  her,  was  full  of  living  beings  like  themselves.  u Oh, 
my  dear  father,”  said  she,  “ if  by  your  art  you  have  raised 
this  dreadful  storm,  have  pity  on  their  sad  distress.  See ! 
the  vessel  will  be  dashed  to  pieces!  Poor  souls!  they 
will  all  perish.  If  I had  power,  I would,  sink  the  sea 
beneath  the  earth,  rather  than  that  the  good  ship  should 
be  destroyed,  with  all  the  precious  souls  within  her  ! ” 

6.  “ Be  not  so  amazed,  daughter  Miranda,”  said  Pros- 
pero ; “ there  is  no  harm  done.  I have  so  ordered  it  that 
no  person  in  the  ship  shall  receive  any  hurt.  What  I 
have  done  has  been  in  care  of  you,  my  dear  child.  You 
are  ignorant  who  you  are,  or  where  you  came  from  ; and 
you  know  no  more  of  me,  but  that  I am  your  father,  and 
live  in  this  poor  cave.  Can  you  remember  a time  before 
you  came  to  this  cell  ? I think  you  can  not,  for  you  were 
then  not  three  years  of  age.” 

7.  “ Certainly  I can,  sir,”  replied  Miranda. 

“ By  what  ? ” asked  Prospero  ; “ by  any  other  house, 
or  person  ? Tell  me  what  you  can  remember,  my  child.” 

Miranda  said : “ It  seems  to  me  like  the  recollection 
of  a dream ; but  had  I not  once  four  or  five  women  who 
attended  upon  me?” 

Prospero  answered:  “You  had,  and  more.  How  is 
it  that  this  still  lives  in  your  mind  ? Do  you  remember 
how  you  came  here  ? ” 

“ No,  sir,”  said  Miranda  ; “ I remember  nothing 
more,” 


1 12 


FOURTH  READER. 


8.  “ Twelve  years  ago,  Miranda,”  continued  Prospero, 
u I was  Duke  of  Milan,  and  you  were  a princess  and  my 
only  heir.  I had  a younger  brother,  whose  name  was  An- 
tonio, to  whom  I trusted  everything;  and,  as  I wTas  fond 
of  retirement  and  deep  study,  I commonly  left  the  man- 
agement of  my  state  affairs  to  your  uncle,  my  false  broth- 
er (for  so,  indeed,  he  proved).  I,  neglecting  all  worldly 
ends,  buried  among  my  books,  did  dedicate  my  whole 
time  to  the  bettering  of  my  mind. 

9.  “ My  brother  Antonio,  being  thus  in  possession  of 
my  power,  began  to  think  himself  the  duke  indeed.  The 
opportunity  I gave  him  of  making  himself  popular  among 
my  subjects  awakened  in  his  bad  nature  a proud  ambition 
to  deprive  me  of  my  dukedom.  This  he  soon  effected 
with  the  aid  of  the  King  of  Naples,  a powerful  prince, 
who  was  my  enemy.” 

“ Wherefore,”  said  Miranda,  “ did  they  not  that  hour 
destroy  us  ? ” 

10.  “ My  child,”  answered  her  father,  “ they  durst 
not,  so  dear  was  the  love  that  my  people  bore  me.  An- 
tonio carried  us  on  board  a ship,  and,  wdien  we  were  some 
leagues  out  at  sea,  forced  us  into  a small  boat,  without 
either  tackle,  sail,  or  mast.  There  he  left  us,  as  he  thought, 
to  perish ; but  a kind  lord  of  my  court,  one  Gonzalo,  who 
loved  me,  had  privately  placed  in  the  boat  wrater,  pro- 
visions, apparel,  and  some  books,  which  I prize  above  my 
dukedom.” 

“ Oh,  my  father,”  said  Miranda,  “ what  a trouble  I 
must  have  been  to  you  then  ! ” 

11.  “ No,  my  love,”  said  Prospero  ; “ you  were  a little 
cherub  that  did  preserve  me.  Your  innocent  smiles  made 
me  bear  up  against  my  misfortunes.  Our  food  lasted 


FOURTH  READER . 


113 


till  we  landed  on  this  desert  island,  since  which  time  my 
chief  delight  has  been  in  teaching  yon,  Miranda ; and 
well  have  you  profited  by  my  instructions.” 

“ Heaven  thank  you,  my  dear  father ! 55  said  Miranda. 
“ Now,  pray  tell  me,  sir,  your  reason  for  raising  this  sea- 
storm.” 

“ Know,  then,”  said  her  father,  “ that  by  means  of 
this  storm  my  enemies,  the  King  of  Naples  and  my  cruel 
brother,  are  cast  ashore  upon  this  island.” 

12.  Having  so  said,  Prospero  gently  touched  his 
daughter  with  his  magic  wand,  and  she  fell  fast  asleep ; 
for  the  spirit  Ariel  just  then  presented  himself  before  his 
master  to  give  an  account  of  the  tempest,  and  how  he 
had  disposed  of  the  ship’s  company ; and,  though  the 
spirits  were  always  invisible  to  Miranda,  Prospero  did 
not  choose  she  should  hear  him  holding  converse,  as  would 
seem  to  her,  with  the  empty  air. 


For  Preparation. — I.  This,  and  the  following  selections  from  the 
“ Tales  from  Shakespeare,”  written  by  Charles  Lamb  and  his  sister  Mary, 
give  the  greater  part  of  the  story  forming  the  plot  of  Shakespeare’s  “ Tem- 
pest.” There  are  difficult  passages  in  the  piece,  but  the  study  necessary 
to  master  them  will  be  rewarded.  Some  pupils,  perhaps,  will  be  induced  to 
read  at  a future  time  the  great  drama  of  Shakespeare  itself. 

II.  Isl'-and  (ii'-),  chief'-ly,  mis'-chiev-oiis  (-che-vus),  -eom-p&l'-ling, 
drSad'-ful,  heir  (ar),  bur'-ied  (her'-),  leagues  (legz),  troub'-le,  a-gainst' 
(-genst'),  wand,  Pros'-pe-ro,  Sy-e'-o-rax,  A'-n-el,  Mil'-an,  Gon-za'-lo. 

III.  Make  a list  of  the  action-words  in  the  first  two  paragraphs,  and 
write  out  four  forms  of  each  (e.  g.,  is,  are,  was,  being ; comes,  come,  came, 
coming ; has,  have,  had,  having ; lives,  live,  lived,  living ; makes,  make, 
made,  making). 

IV.  Apartments,  chance,  enchanted,  witch,  obedient,  sprite,  torment- 
ing, “ owed  grudge,”  misshapen,  ape,  inherited,  invisible,  threatened,  perish, 
precious,  amazed,  harm,  recollection,  “ state  affairs,”  dedicate,  possession, 
popular,  subjects,  ambition,  apparel,  prize,  cherub,  preserve,  converse. 

8 


1 14 


FOURTH  READER. 


V.  “ Treated  of  magic  ” (treated  of  an  art  which  pretended  to  control 
the  forces  of  nature).  “A  study  much  affected”  (then  much  in  fashion). 
“Four  or  five  women  who  attended  upon  me”  (7).  Note  the  statement 
above  (1),  “had  no  memory  of  having  seen,”  etc. 


XLL— THE  TEMPEST  (Continued). 

1.  “ Well,  my  brave  spirit,”  said  Prospero  to  Ariel, 
“ bow  liave  you  performed  your  task  ? ” 

Ariel  gave  a lively  description  of  the  storm,  and  of 
the  terrors  of  the  mariners ; and  how  the  king’s  son, 
Ferdinand,  was  the  first  who  leaped  into  the  sea,  and  his 
father  thought  he  saw  this  dear  son  swallowed  up  by  the 
waves  and  lost.  “ But  he  is  safe,”  said  Ariel,  “ in  a cor- 
ner of  the  isle,  sitting  with  his  arms  folded  sadly,  lament- 
ing the  loss  of  the  king  his  father,  whom  he  concludes 
drowned.  Not  a hair  of  his  head  is  injured ; and  his 
princely  garments,  though  drenched  in  the  sea-waves, 
look  fresher  than  before.” 

3.  “ That’s  my  delicate  Ariel ! ” said  Prospero.  “ Bring 
him  hither:  my  daughter  must  see  this  young  prince. 
Where  are  the  king  and  my  brother  ? ” 

“ I left  them,”  answered  Ariel,  “searching  for  Ferdi- 
nand, whom  they  have  little  hopes  of  finding,  thinking 
they  saw  him  perish.  Of  the  ship’s  crew,  not  one  is 
missing,  though  each  one  thinks  himself  the  only  one 
saved  ; and  the  ship,  though  invisible  to  them,  is  safe  in 
the  harbor.” 

3.  “ Ariel,”  said  Prospero,  “ thy  charge  is  faithfully 
performed ; but  there  is  yet  more  work.” 

“ Is  there  more  work  ? ” said  Ariel.  “ Let  me  remind 
you,  master,  you  have  promised  me  my  liberty.  I pray, 


The  Prince  followed  with  amazement  the  sound  of  Ariel’s  voice, 
till  it  led  him  to  Prospero  and  Miranda. 


(“  The  Tempest"  p.  114.) 


FOURTH  REARER. 


118 


remember  I have  done  yon  worthy  service,  -told  you  no 
lies,  made  no  mistakes,  served  you  without  grudge  or 
grumbling.55 

4.  “ How  now  ? 55  said  Prospero.  “ You  do  not  recol- 
lect what  a torment  I freed  you  from.55 

66  Pardon  me,  dear  master,55  said  Ariel,  ashamed  to 
seem  ungrateful ; “ I will  obey  your  commands.55 

“ Do  so,55  said  Prospero,  “and  I will  set  you  free.55 
He  then  gave  orders  what  further  he  would  have  him 
do ; and  away  went  Ariel,  first  to  where  he  had  left 
Ferdinand,  and  found  him  still  sitting  on  the  grass  in 
the  same  melancholy  posture. 

5.  “ Oh,  my  young  gentleman,55  said  Ariel,  when 
he  saw  him,  “I  will  soon  move  you.  You  must  be 
brought,  I find,  for  the  lady  Miranda  to  have  a sight 
of  your  pretty  person.  Come,  sir,  follow  me.55  He  then 
began  singing : 

“Full  fathom  five  thy  father  lies : 

Of  his  bones  are  coral  made ; 

Those  are  pearls  that  were  his  eyes : 

Nothing  of  him  that  doth  fade, 

But  doth  suffer  a sea-change 
Into  something  rich  and  strange. 

Sea-nymphs  hourly  ring  his  knell : 

Hark!  now  I hear  them — ding-dong  bell.” 

6.  This  strange  news  of  his  lost  father  soon  roused  the 
prince  from  the  stupor  into  which  he  had  fallen.  He  fol- 
lowed with  amazement  the  sound  of  Ariel’s  voice,  till  it 
led  him  to  Prospero  and  Miranda,  who  were  sitting  under 
the  shade  of  a large  tree.  Now,  Miranda  had  never  seen 
a man  before,  except  her  own  father. 

u Miranda,55  said  Prospero,  “ tell  me  what  you  are 
looking  at  yonder  ? 55 


116 


FOURTH  READER. 


7.  “ O father,55  said  Miranda,  in  a strange  surprise, 
“ surely  that  is  a spirit ! How  it  looks  about ! Believe 
me,  sir,  it  is  a beautiful  creature  ! Is  it  not  a spirit  ? 55 

“ No,  girl,55  answered  her  father ; “ it  eats,  and  sleeps, 
and  has  senses  such  as  we  have.  This  young  man,  you 
see,  was  in  the  ship.  He  is  somewhat  altered  by  grief,  or 
you  might  call  him  a handsome  person ; he  has  lost  his 
companions,  and  is  wandering  about  to  find  them.55 

8.  Miranda,  who  thought  all  men  had  grave  faces  and 
gray  beards  like  her  father,  was  delighted  with  the  ap- 
pearance of  this  beautiful  young  prince ; and  Ferdinand, 
seeing  such  a lovely  lady  in  this  desert  place,  and,  from 
the  strange  sounds  he  had  heard,  expecting  nothing  but 
wonders,  thought  he  was  upon  an  enchanted  island,  and 
that  Miranda  was  the  goddess  of  the  place,  and,  as  such, 
began  to  address  her.  But  she  answered,  timidly,  that 
she  was  no  goddess,  but  a simple  maid. 

9.  Prospero  left  them,  and  called  his  spirit  Ariel,  who 
quickly  appeared  before  him,  eager  to  relate  what  he  had 
done  with  Prospero’s  brother  and  the  King  of  Naples. 
Ariel  said  he  had  left  them  almost  out  of  their  senses 
with  fear  at  the  strange  things  he  had  caused  them  to  see 
and  hear. 

10.  When  fatigued  with,  wandering  about,  and  fam- 
ished for  want  of  food,  he  had  suddenly  set  before  them 
a delicious  banquet,  and  then,  just  as  they  were  going  to 
eat,  he  appeared  visible  before  them  in  the  shape  of  a 
harpy,  a voracious  monster  with  wings,  and  the  feast  van- 
ished away. 

11.  Then,  to  their  utter  amazement,  this  seeming 
harpy  spoke  to  them,  reminding  them  of  their  cruelty  in 
driving  Prospero  from  his  dukedom,  and  leaving  him 


FOURTH  READER. 


117 


and  his  infant  daughter  to  perish  in  the  sea;  saying 
that  for  this  cause  these  terrors  were  suffered  to  afflict 
them. 

12.  The  King  of  Naples,  and  Antonio,  the  false  broth- 
er, repented  the  injustice  they  had  done  to  Prospero ; 
and  Ariel  told  his  master  he  was  certain  their  penitence 
was  sincere,  and  that  he,  though  a spirit,  could  not  but 
pity  them. 

“ Then  bring  them  hither,  Ariel,”  said  Prospero. 
“ If  you,  who  are  but  a spirit,  feel  for  their  distress, 
shall  not  I,  who  am  a human  being  like  themselves,  have 
compassion  on  them  ? Bring  them  quickly,  my  dainty 
Ariel.” 

For  Preparation. — I.  Where  are  Milan  and  Naples  ? 

II.  Mel'- an -eh  61 -y,  -e6r'-al,  pearly  knell  (nei),  wan'-der-ing,  de- 
light'-ed  (-lit'-),  won'-der§. 

III.  Make  a list  of  the  name-words  in  the  first  paragraph,  and  write  the 
four  forms  of  each  (e.  g.,  spirit,  spirit’s,  spirits,  spirits’ ; task,  task’s,  tasks, 
tasks’). 

IY.  Description,  lamenting,  remind,  grudge,  grumbling,  recollect,  un- 
grateful, posture,  sea-nymphs,  handsome,  grave,  desert,  relate,  delicious, 
famished,  banquet,  voracious,  afflict,  repented,  sincere,  compassion,  dainty. 

Y.  Are  mariners  more  apt  to  be  superstitious  than  other  people  ? What 
reason  for  this  ? (Because  they  deal  with  an  element — the  ocean — which 
is  easily  stirred  up  by  the  winds  and  made  frightfully  dangerous.  The  wind 
can  not  be  calculated  upon ; its  causes  and  effects  are  not  readily  foreseen. 
Such  uncertainty  has  a tendency  to  undermine  the  faith  of  sailors  in  natu- 
ral causes.)  “ Full  fathom  five  thy  father  lies  ” (the  song  in  Shakespeare’s 
il  Tempest,”  Act.  II.,  Scene  2). 


118 


FOURTH  READER. 


XLII. — THE  TEMPEST  (Concluded.) 

1.  Ariel  soon  returned  with  the  king,  Antonio,  old 
Gonzalo,  and  their  train,  who  had  followed  him,  wonder- 
ing at  the  wild  music  he  played  in  the  air  to  draw  them 
on  to  his  master’s  presence.  This  Gonzalo  was  the  same 
who  formerly  had  so  kindly  provided  Prospero  with 
books  and  provisions,  when  his  wicked  brother  left  him, 
as  he  thought,  to  perish  in  an  open  boat  in  the  sea. 

2.  Grief  and  terror  had  so  stupefied  their  senses  that 
they  did  not  know  Prospero.  He  first  discovered  him- 
self to  the  good  old  Gonzalo,  calling  him  the  preserver  of 
his  life ; and  then  his  brother  and  the  king  knew  that  he 
wTas  the  injured  Prospero. 

3.  Antonio,  with  tears  and  sad  words  of  sorrow  and 
true  repentance,  implored  his  brother’s  forgiveness ; and 
the  king  expressed  his  sincere  remorse  for  having  assisted 
Antonio  to  depose  him.  Prospero  forgave  them ; and, 
upon  their  engaging  to  restore  his  dukedom,  he  said  to 
the  King  of  Naples,  “ I have  a gift  in  store  for  you  too,” 
and,  opening  a door,  showed  him  his  son  Ferdinand,  play- 
ing at  chess  with  Miranda. 

4.  Nothing  could  exceed  the  joy  of  the  father  and  the 
son  at  this  unexpected  meeting,  for  each  thought  the 
other  drowned  in  the  storm.  “ O wonder ! ” said  Miran- 
da ; “ what  noble  creatures  these  are  ! It  must  surely  be 
a brave  world  that  has  such  people  in  it.” 

5.  The  King  of  Naples  was  almost  as  much  aston- 
ished at  the  beauty  and  excellent  graces  of  the  young 
Miranda  as  his  son  had  been.  “ Who  is  this  maid  ? ” 
said  he.  “ She  seems  the  goddess  that  has  parted  us,  and 
brought  us  thus  together.” 


FOURTH  READER. 


119 


“ She  is  the  daughter  to  this  Prospero,  who  is  the 
famous  Duke  of  Milan,  of  whose  renown  and  evil  fortune 
I have  heard  so  much,  but  whom  I never  saw  till  now.” 

6.  Prospero  spoke  kind  words,  meaning  to  comfort 
his  brother,  wdiich  so  filled  Antonio  writh  shame  and  re- 
morse that  he  wept,  and  was  unable  to  speak.  The  kind 
old  Gonzalo  wept  to  see  this  joyful  reconciliation,  and 
prayed  for  blessings  on  the  young  couple. 

7.  Prospero  now  told  them  that  their  ship  wras  safe 
in  the  harbor,  and  the  sailors  all  on  board  her,  and  that 
he  and  his  daughter  would  accompany  them  home  the 
next  morning. 

8.  Before  Prospero  left  the  island,  he  dismissed  Ariel 
from  his  service,  to  the  great  joy  of  that  lively  little 
spirit ; who,  though  he  had  been  a faithful  servant  to  his 
master,  was  always  longing  to  enjoy  his  liberty,  to  wander 
uncontrolled  in  the  air  like  a wild  bird,  under  green 
trees,  among  pleasant  fruits  and  sweet-smelling  flowers. 
“My  quaint  Ariel,”  said  Prospero  to  the  little  sprite 
when  he  made  him  free,  “ I shall  miss  you  ; yet  you  shall 
have  your  freedom.” 

9.  “ Thank  you,  my  dear  master,”  said  Ariel ; “ but 
give  me  leave  to  attend  your  ship  home  with  prosperous 
gales,  before  you  bid  farewell  to  the  assistance  of  your 
faithful  spirit ; and  then,  master,  when  I am  free,  how 
merrily  I shall  live ! ” Here  Ariel  sung  this  pretty  song : 

“ Where  the  bee  sucks,  there  suck  I ; 

In  a cowslip’s  bell  I lie ; 

There  I couch  when  owls  do  cry ; 

On  the  bat’s  back  I do  fly 
After  summer  merrily : 

Merrily,  merrily  shall  I live  now 

Under  the  blossom  that  hangs  on  the  bough, n 


120 


FOURTH  READER. 


10.  Prospero  then  buried  deep  in  the  earth  his  magi- 
cal books  and  wand,  for  he  was  resolved  never  more  to 
make  use  of  the  magic  art.  Having  thus  overcome  his 
enemies,  and  being  reconciled  to  his  brother  and  the 
King  of  Naples,  nothing  now  remained  to  complete  his 
happiness  but  to  revisit  his  native  land,  to  take  pos- 
session of  his  dukedom,  and  to  witness  the  happy  mar- 
riage of  his  daughter  Miranda  and  Prince  Ferdinand, 
which  the  king  said  should  be  instantly  celebrated  with 
great  splendor  on  their  return  to  Naples ; at  which  place, 
under  the  safe  convoy  of  the  spirit  Ariel,  they,  after  a 
pleasant  voyage,  SOOn  arrived.  Charles  and  Mary  Lamb. 


For  Preparation. — I.  The  scene  of  “ The  Tempest  ” is  laid  on  an  island 
somewhere  in  the  Mediterranean  Sea,  but  some  of  the  incidents  are  taken 
from  descriptions  of  voyages  in  the  West  Indies. 

II.  Faitht'-ful,  lib'-er-ty,  wan'-der,  fruits  (fruts),  bur'-ied  (ber'id), 
com-plete'. 

III.  Make  a list  of  the  describing-words  in  the  first  two  paragraphs, 
and  write  the  three  forms  of  each  one  that  admits  of  comparison  (e.  g.,  old, 
older,  oldest ; wild,  wilder,  wildest). 

IV.  Train,  provided,  formerly,  stupefied,  discovered,  implored,  remorse, 
depose,  engaging,  restore,  unexpected,  renown,  reconciliation,  uncontrolled, 
quaint,  gale,  revisit,  witness,  convoy. 

Y.  “ Where  the  bee  sucks,”  etc.  (from  “ The  Tempest,”  Act  V.,  Scene  1). 


XLIII. — THE  ADOPTED  CHILD. 

1.  “ Why  wouldst  thou  leave  me,  O gentle  child  ? 
Thy  home  on  the  mountain  is  bleak  and  wild — 
A straw-roofed  cabin,  with  lowly  wall ; 

Mine  is  a fair  and  a pillared  hall, 

Where  many  an  image  of  marble  gleams, 

And  the  sunshine  of  pictures  for  ever  streams.” 


FOURTH  READER . 


121 


2.  “ Oh  ! green  is  the  turf  where  my  brothers  play, 

Through  the  long,  bright  hours  of  the  summer  day ; 
They  find  the  red  cup-moss  where  they  climb, 

And  they  chase  the  bee  o’er  the  scented  thyme, 

And  the  rocks  where  the  heath-flowTer  blooms  they 
know — 

Lady,  kind  lady,  oh,  let  me  go  ! ” 

3.  “ Content  thee,  boy,  in  my  bower  to  dwell : 

Here  are  sweet  sounds  which  thou  lovest  well ; 
Flutes  on  the  air  in  the  stilly  noon, 

Harps  which  the  wandering  breezes  tune, 

And  the  silvery  wood-note  of  many  a bird, 

Whose  voice  was  ne’er  in  thy  mountains  heard.” 

4.  “ Oh  ! my  mother  sings,  at  the  twilight’s  fall, 

A song  of  the  hills  far  more  sweet  than  all ; 

She  sings  it  under  our  own  green  tree, 

To  the  babe  half  slumbering  on  her  knee ; 

I dreamed  last  night  of  that  music  low — 

Lady,  kind  lady,  oh,  let  me  go ! ” 

5.  “ Thy  mother  is  gone  from  her  cares  to  rest, 

She  hath  taken  the  babe  on  her  quiet  breast ; 

Thou  wouldst  meet  her  footsteps,  my  boy,  no  more, 
Nor  hear  her  song  at  the  cabin-door. 

Come  thou  with  me  to  the  vineyards  nigh, 

And  we’ll  pluck  the  grapes  of  the  richest  dye.” 

6.  “ Is  my  mother  gone  from  her  home  away  ? — 

But  I know  that  my  brothers  are  there  at  play — 

I know  they  are  gathering  the  foxglove’s  bell, 

Or  the  long  fern-leaves  by  the  sparkling  well ; 

Or  they  launch  their  boats  where  the  bright  streams 
flow — 

Lady,  kind  lady,  oh,  let  me  go  ! ” 


122 


FOURTH  READER. 


7.  “ Fair  child,  thy  brothers  are  wanderers  now  : 

They  sport  no  more  on  the  mountain’s  brow ; 

They  have  left  the  fern  by  the  spring’s  green  side, 
And  the  stream  where  the  fairy  barks  were  tried. 
Be  thou  at  peace  in  thy  brighter  lot, 

For  thy  cabin-home  is  a lonely  spot.” 

8.  “ Are  they  gone,  all  gone  from  the  sunny  hill  ? 

But  the  bird  and  the  blue-fly  rove  o’er  it  still ; 

And  the  red-deer  bound  in  their  gladness  free, 

And  the  heath  is  bent  by  the  singing  bee, 

And  the  waters  leap,  and  the  fresh  winds  blow — 
Lady,  kind  lady,  oh,  let  me  go  ! ” 

Felicia  Hemans. 


For  Preparation. — I.  Mrs.  Hemans  lived  for  some  time  in  the  north  of 
Wales.  Do  you  think  that  the  orphan  child  here  described  came  from  the 
mountainous  districts  of  Wales,  and  that  the  poem  is  founded  on  some  inci- 
dent that  took  place  there  ? Do  you  think  that  this  poem  is  more  pathetic 
(affecting,  causing  pity)  than  “ The  Mariner’s  Dream  ” ? (Lesson  XXXVII.) 

II.  Thyme  (tim),  sgent'-ed,  vme'-yard  (vin'-),  launch. 

III.  Tell  which  lines  in  this  poem  included  in  quotation  marks  (“  ”) 
are  spoken  by  the  lady  who  has  adopted  the  child,  and  which  are  spoken  by 
the  child.  Why  is  the  dash  used  after  know,  low,  away,  play,  flow,  blow  ? 
(Denotes  abrupt  change.  The  child  breaks  off  his  description  of  the  scenes 
he  loves  so  well,  in  order  to  beseech  the  lady  to  let  him  return  to  them.) 

IV.  Red  cup-moss,  scented  thyme,  heath-flower,  foxglove’s  bell. 

V.  This  poem  is  a most  vivid  picture  of  homesickness.  Note  how 
the  child  calls  up  the  images  of  home,  and  describes  them  until  he  can  re- 
strain himself  no  longer,  and  bursts  out  with  his  prayer  to  the  lady.  The 
repetition  of  “Lady,  kind  lady,  oh,  let  me  go  !*’  (in  the  second,  fourth,  sixth, 
and  eighth  stanzas),  is  called  a refrain.  Note  the  contrast  in  the  pictures 
drawn  by  the  child  and  by  the  lady : straw-roofed  cabin  contrasted  with  a 
fair  and  pillared  hall ; the  bleak  and  wild  home  described  by  the  lady,  with 
the  green  turf,  bright  summer  hours,  the  red-deer  so  free,  and,  more  than 
all,  the  companionship  of  his  brothers,  and  the  voice  of  his  mother,  de- 
scribed by  the  child. 


FOURTH  READER. 


123 


XLIV.— THE  HEDGEHOG  AND  THE  HARE. 

1.  This  story,  in  telling  it,  sounds  very  like  a fable, 
but  nevertheless  it  is  all  perfectly  true ; for  my  grand- 
father, from  whom  I had  it,  used  always  to  say,  as  he  told 
it  to  me,  chuckling  with  glee,  “ It  must  be  true,  my  son ; 
otherwise  how  could  one  tell  it  ? ” The  story  ran  thus  : 

2.  It  was  a holiday  morning  in  harvest-time,  just  as 
the  buckwheat  was  coming  into  blossom.  The  sun  had 
risen  into  the  sky,  clear  and  bright ; the  morning  wind 
swept  over  the  stubble ; the  larks  sang  merrily  as  they 
rose  into  the  air ; the  bees  hummed  busily  in  the  buck- 
wheat, and  the  country-folks  were  going  to  church,  all 
dressed  in  their  Sunday  clothes.  All  creatures  were 
merry-minded,  and  the  Hedgehog  too. 

3.  The  Hedgehog  stood  before  his  door  with  his  arms 
folded,  looked  up  into  the  morning  breeze,  and  hummed 
a little  tune  to  himself,  neither  better  nor  worse  than 
a Hedgehog  is  used  to  sing  on  a fine  sunny  morning ; 
and,  as  he  was  thus  singing  to  himself,  it  all  at  once 
came  into  his  head  that,  while  his  wife  was  washing  and 
dressing  the  children,  he  might  as  well  take  a ramble  in 
the  fields,  and  look  after  his  crop  of  turnips.  Now,  the 
turnips  were  close  by  his  house,  and  he  used  to  eat  them 
with  his  family ; therefore  he  looked  upon  them  as  his 
own. 

4.  No  sooner  said  than  done.  The  Hedgehog  fastened 
the  door  after  him,  and  went  his  way  into  the  field.  He 
had  not  gone  far  from  home,  and  was  just  waddling  round 
a little  copse-wood  which  lay  before  the  turnip-field,  when 
his  neighbor,  the  Hare,  crossed  his  path,  who  had  come 
out  on  a like  errand,  to  look  after  his  cabbages.  "When 
the  Hedgehog  spied  the  Hare,  he  wished  him  a friendly 


124 


FOURTH  READER. 


“Good  morning.”  But  the  Hare,  who  was  a. great  man 
in  his  way,  and  vastly  proud,  did  not  deign  to  return  the 
Hedgehog’s  greeting,  but,  turning  up  his  nose  in  a scorn- 
ful manner,  merely  said  to  the  Hedgehog  : “ How  comes  it 
that  you  are  running  about  the  fields  so  early  in  the  morn- 
ing ? ” “I  am  going  to  take  a little  walk,”  said  the  Hedge- 
hog. “ A wralk,  forsooth  ! ” said  the  Hare,  laughing ; 
“ methinks  you  might  put  your  legs  to  some  better  use.” 

5.  This  answer  disgusted  the  Hedgehog  greatly.  Any- 
thing else  he  could  have  borne,  but  of  his  legs  he  would 
not  hear  a word  in  disparagement,  just  because  they  were 
by  nature  short.  “ Do  you  flatter  yourself,”  said  he  to  the 
Hare,  “ that  you  can  do  more  with  your  legs  ? ” “I  fancy 
so,  indeed,”  said  the  Hare.  “ That  remains  to  be  seen,”  an- 
swered the  Hedgehog ; “ I’ll  lay  you  a wager  that  I would 
beat  you  in  a race.”  “ Ha  ! ha  ! ha  ! ” said  the  Hare,  hold- 
ing his  sides  with  laughter ; “ you  are  a funny  fellow, 
with  your  short  legs ! But,  with  all  my  heart,  so  let  it  be, 
if  you  are  so  anxious  to  be  beaten.  What  shall  the  wager 
be?”  “Three  artichokes  and  three  onions,”  said  the 
Hedgehog.  “ Agreed  ! ” said  the  Hare  ; “ let  us  start  at 
once.”  “Hay,”  said  the  Hedgehog,  “not  quite  so  fast, 
if  you  please.  I have  not  tasted  any  food  this  morning, 
and  will  first  go  home  and  eat  a bit  of  breakfast.  In  half 
an  hour  I will  be  here  again.” 

6.  So  saying,  the  Hedgehog  went  his  way  home,  as 
the  Hare  was  content ; and  on  his  way  he  thought  to  him- 
self : “ The  Hare  trusts  to  his  long  legs,  but  I will  be  up 
with  him  nevertheless.  He  gives  himself  the  airs  of  a 
fine  gentleman,  truly,  yet  he  is  but  a sorry  fellow  after 
all.  We  shall  see  who  will  win  the  wager  ! ” 

7.  How,  when  the  Hedgehog  reached  home  he  called 
to  his  wife,  and  said  : “ Wife,  dress  yourself  quickly ; you 


FOURTH  READER. 


1 26 


must  go  with,  me  into  the  field  hard  by.”  “ What’s  in 
the  wind  now  ? ” said  his  wife.  The  Hedgehog  answered : 
“ I have  wagered  with  the  Hare  three  artichokes  and 
three  onions  that  I will  run  a race  with  him,  and  you 
must  stand  by  and  see  us  run.”  “ Mercy  upon  us,  man ! ” 
cried  his  wife,  “ are  you  stark  mad  ? How  could  you  think 
for  a minute  of  running  a race  with  a Hare  ? ” “ Hold 

your  tongue,  wife  ! ” said  the  Hedgehog ; “ that  is  my 
affair.  Do  not  meddle  and  make  in  a man’s  business.” 
What  could  the  Hedgehog’s  wdfe  do  ? She  was  obliged 
to  follow,  whether  she  would  or  no. 

8.  As  they  were  jogging  along  together,  the  Hedge- 
hog said  to  his  wife : “ Listen,  now,  to  what  I say. 
Look ! we  shall  run  our  race  up  yonder  long  field. 
The  Hare  will  run  in  one  furrow,  and  I in  another,  and 
we  shall  start  from  the  top  of  the  field.  How,  you  have 
only  to  sit  quietly  in  the  furrow  at  the  farther  end,  and, 
when  the  Hare  comes  up  on  the  other  side,  call  out  to 
him,  c Here  I am  ! ’ ” 

9.  By  this  time  they  had  reached  the  spot.  The 
Hedgehog  placed  his  wife  in  the  furrow,  and  then  went 
up  to  the  end  of  the  field.  When  he  came  there,  the 
Hare  was  already  on  the  ground.  “ Shall  we  start  ? ” 
said  the  Hare.  “ With  all  my  heart ! ” said  the  Hedge- 
hog. Ci  Make  ready,  then  ! ” So  each  one  took  up  his 
place  in  the  furrow.  The  Hare  counted,  “ One  ! two  ! 
three  ! ” and  away  he  went,  like  a flash  of  lightning, 
down  the  field.  But  the  Hedgehog  only  ran  about  three 
steps,  then  squatted  down  in  the  furrow,  and  sat  as  still 
as  a mouse. 

10.  How,  wThen  the  Hare,  at  full  speed,  reached  the 
end  of  the  field,  the  Hedgehog’s  wife  called  out,  “ Here 
I am,  waiting  for  you  ! ” The  Llare  started,  and  was  not 


126 


FOURTH  READER . 


a little  amazed,  fully  believing  that  it  was  the  Hedgehog 
himself  who  called  to  him ; for,  as  every  one  knows,  the 
Hedgehog’s  wife  is  for  all  the  world  like  her  husband. 

11.  But  the  Hare  thought  to  himself,  “ There  must 
be  some  mistake  here.”  So  he  cried,  “ Turn  about  and 
run  again  ! ” and  away  he  went,  like  an  arrow  from  a 
bow,  till  his  ears  whistled  in  the  wind.  But  the  Hedge- 
hog’s wife  staid  quietly  in  her  place. 

12.  Now,  when  the  Hare  came  to  the  top  of  the  field, 

the  Hedgehog  cried  out,  “ Hallo  ! here  I am.  Where 
have  you  been  all  this  while  ? ” But  the  Hare  was  out 
of  his  wits,  and  cried  out,  “ Once  more — turn  about,  and 
away ! ” “ By  all  means,”  answered  the  Hedgehog ; “ for 

my  part,  as  often  as  you  please.” 

13.  So  the  Hare  went  on,  running  backward  and  for- 
ward three-and-seventy  times.  The  seventy-fourth  time, 
however,  he  did  not  reach  the  end  of  the  field ; in  the 
middle  of  the  furrow  he  dropped  down  dead.  But  the 
Hedgehog  took  the  three  artichokes  and  the  three  onions 
he  had  won,  called  his  wife  out  of  the  furrow,  and  away 
they  jogged  merrily  home  together ; and,  if  they  are  not 
dead,  they  are  living  still. 


For  Preparation. — I.  (This  is  a good  specimen  of  the  popular  stories, 
half  fable,  half  fairy-tale,  that  are  told  to  children  from  one  generation  to 
another.  They  resemble  the  fable  in  that  they  all  have  a moral — sometimes 
a very  deep  one — though  it  is  not  distinctly  told  at  the  end.)  In  what 
country  is  this  scene  laid  ? Where  are  found  turnips,  larks,  buckwheat, 
hedgehogs,  hares,  etc.  ? Have  you  read  Grimm’s  collection  of  fairy-tales  ? 
(These  stories  are  sometimes  fragments  of  old  pagan  religious  myths.) 

II.  Chuck'-ling,  deign  (dan),  gmn'-ea  (gin'e),  mm'-ute  (-it),  tongue 

(tung). 

III.  Buckwheat  (beech-wheat,  i.  e.,  resembling  the  beech-nut) ; neverthe- 
less (what  three  words  compose  it  ? — never -the-less ), 


FOURTH  READER. 


127 


IY.  Waddling,  copse-wood,  disparagement,  wagered,  “gives  himself  the 
airs  of  a fine  gentleman,”  “ sorry  fellow.” 

Y.  “ For  my  grandfather  used  to  say,”  etc. — is  this  a good  reason,  or  a 
ridiculous  one  ? Why?  “Like  a flash  of  lightning” — this  is  exaggeration, 
and  is  called  hyperbole.  Of  course,  no  animal  could  run  as  fast  as  a flash  of 
lightning.  “ Like  an  arrow  from  a bow  ....  ears  whistled  ” — this,  too, 
is  hyperbole,  but  not  so  strong  as  before.  Is  it  not  absurd  to  compare  this 
second  race  of  the  hare,  which  must  have  been  swifter  than  the  first,  to  an 
arrow,  when  the  first  was  already  compared  to  the  lightning-flash  ? The 
moral  of  this  story  teaches  how  the  cunning  of  mind  is  superior  to  brute 
force.  Which  is  the  more  admirable,  the  swiftness  of  the  hare,  or  the 
cunning  of  the  hedgehog  ? Do  you  admire  either  very  much  ? 


XLV.— THE  VILLAGE  BLACKSMITH. 

1.  Under  a spreading  chestnut-tree 

The  village  smithy  stands ; 

The  smith,  a mighty  man  is  he, 

With  large  and  sinewy  hands ; 

And  the  muscles  of  his  brawny  arms 
Are  strong  as  iron  bands. 

2.  His  hair  is  crisp,  and  black,  and  long ; 

His  face  is  like  the  tan ; 

His  brow  is  wet  with  honest  sweat ; 

He  earns  whate’er  he  can, 

And  looks  the  whole  world  in  the  face, 
For  he  owes  not  any  man. 

3.  Week  in,  week  out,  from  morn  to  night, 

You  can  hear  his  bellows  blow ; 

You  can  hear  him  swing  his  heavy  sledge, 
With  measured  beat  and  slow, 

Like  a sexton  ringing  the  village  bell 
When  the  evening  sun  is  low. 


128 


FOURTH  READER . 


4.  And  children,  coming  home  from  school, 

Look  in  at  the  open  door ; 

They  love  to  see  the  flaming  forge, 

And  hear  the  bellows  roar, 

And  catch  the  burning  sparks  that  fly 
Like  chaff  from  a threshing-floor. 

5.  He  goes  on  Sunday  to  the  church, 

And  sits  among  his  boys ; 

ILe  hears  the  parson  pray  and  preach ; 

He  hears  his  daughter’s  voice 
Singing  in  the  village  choir, 

And  it  makes  his  heart  rejoice. 

6.  It  sounds  to  him  like  her  mother’s  voice, 

Singing  in  Paradise ! 

He  needs  must  think  of  her  once  more — 

How  in  the  grave  she  lies ; 

And,  with  his  hard,  rough  hand,  he  wipes 
A tear  out  of  his  eyes. 

7.  Toiling,  rejoicing,  sorrowing, 

Onward  through  life  he  goes ; 

Each  morning  sees  some  task  begin, 

Each  evening  sees  it  close ; 

Something  attempted,  something  done, 

Has  earned  a night’s  repose.  # 

8.  Thanks,  thanks  to  thee,  my  worthy  friend, 

For  the  lesson  thou  hast  taught ! 

Thus,  at  the  flaming  forge  of  life, 

Our  fortunes  must  be  wrought ; 

Thus,  on  its  sounding  anvil,  shaped 
Each  burning  deed  and  thought ! 

Henry  W.  Longfellow. 

> ■ - ' ' 


FOURTH  READER. 


129 


For  Preparation.— I.  “ The  Old  Clock  on  the  Stairs  ” (Lesson  LVI.)  may 
stand  in  the  present  residence  of  the  poet  Longfellow,  at  Cambridge,  which 
is  the  house  once  used  by  Washington  as  his  headquarters.  Across  the 
street,  and  farther  in,  on  the  road  to  Cambridge,  stood  the  “ village  smithy  ” 
and  “ the  spreading  chestnut-tree.” 

II.  Vll'-lage,  sin'-ew-y  (sin'yu-y),  miis'-gle§  (mus'slz),  I'-ron  (i'urn), 
owes  (oz),  forge,  earned  (ernd),  an'-vil. 

III.  What  meaning  does  the  syllable  ten  give  to  children  ? — ing  to 
toiling  ? (present  time  and  continued  action.)  Find  other  words  in  this 
lesson  in  which  ing  gives  the  same  meaning. 

IV.  Smithy,  brawny,  “ like  the  tan,”  sledge,  chaff. 

V.  What  connection  has  “ For  he  owes  not  any  man  ” with  what  goes 
before  ? What  figures  of  speech — what  metaphors — in  the  eighth  stanza  ? 
(“Flaming  forge  of  life,”  etc.  A metaphor  is  a “figure  of  speech,”  in 
which  one  object  is  likened  to  another  or  compared  with  another  directly, 
the  words  as  or  like  being  omitted.  He  does  not  use  a “ simile,”  and  say, 
“ Life  is  like  a flaming  forge,  upon  which  we  hammer  out  our  fortunes,  just 
as  a blacksmith  hammers  out  hig  iron,”  but  he  means  it.  He  uses  a meta- 
phor instead  of  a comparison  or  simile.)  Note  the  irregularity  of  meter  in 
this  piece,  as  compared  with  Bryant’s  poetry  (XXXIX.)  or  Mrs.  Hemans’s 
(VII.  and  XLIII.). 


X LVI.— ON  STRESS. 

Stress  is  the  quality , rather  than  the  quantity,  of  em- 
phatic force.  It  is  of  two  general  kinds,  viz.,  smooth  and 
abrupt. 

Smooth,  swelling  tones  are  pleasing  to  the  ear.  Ab- 
rupt, harsh  tones  are  displeasing  to  the  ear.  What  is 
agreeable  to  the  ear,  naturally  expresses  what  is  agreeable 
to  the  mind ; and  what  is  disagreeable  to  the  ear,  ex- 
presses what  is  disagreeable  to  the  mind. 

Hence,  for  the  right  use  of  stress  in  reading,  we  have 
this  simple  general  principle  : 

Pleasing  ideas  require  the  smooth  stress. 

Displeasing  ideas  require  the  abrupt  stress. 

9 


180 


FOURTH  READER . 


EXAMPLES. 

I. 

{Smooth  Stress.) 

“ Maud  Muller,  on  a summer’s  day, 

Baked  the  meadow  sweet  with  hay. 

“ Beneath  her  torn  hat  glowed  the  wealth 
Of  simple  beauty  and  rustic  health. 

“ Singing,  she  wrought,  and  her  merry  glee 
The  mock-bird  echoed  from  his  tree. 


“ The  judge  looked  back  as  he  climbed  the  hilly 
And  saw  Maud  Muller  standing  still. 

“ ‘ A form  more  fair,  a face  more  sweet, 

Ne’er  hath  it  been  my  lot  to  meet. 

“ ‘ And  her  modest  answer,  and  graceful  air, 
Show  her  wise  and  good  as  she  is  fair. 

“ ‘ Would  she  were  mine,  and  I to-day, 

Like  her,  a harvester  of  hay ! 

{Abrupt  Stress.) 

66  ‘ No  doubtful  balance  of  rights  and  wrongs, 
Nor  weary  lawyers  with  endless  tongues, 

{Smooth  Stress.) 

“ ‘ But  low  of  cattle,  and  song  of  birds, 

And  health,  and  quiet,  and  loving  words.’ 


FOURTH  READER . 


131 


( Abrupt  Stress.) 

“ But  Ije  thought  of  his  sisters,  proud  and  cold, 
And  his  mother,  vain  of  her  rank  and  gold. 

“ So,  closing  his  heart,  the  judge  rode  on, 

And  Maud  was  left  in  the  field  alone.” 

From  “ Maud  Muller by  Whittier. 


II. 

(Very  Abrupt  Stress.) 

44  4 Curse  on  him  ! 5 quoth  false  Sextus ; 

4 Will  not  the  villain  drown  ? 

But  for  this  stay,  ere  close  of  day, 

We  should  have  sacked  the  town ! ’ 

(Smooth  Stress.) 

44  4 Heaven  help  him  ! 5 quoth  Lars  Porsena, 

4 And  bring  him  safe  to  shore  ; 

For  such  a gallant  feat  of  arms 
Was  never  seen  before.’  ” 

From  “ Horatius  at  the  Bridge”  by  Macaulay. 


XLVII. — I REMEMBER,  I REMEMBER. 

1.  I remember,  I remember 

The  house  where  I was  born — 

The  little  window  where  the  sun 
Came  peeping  in  at  morn. 

He  never  came  a wink  too  soon, 

Nor  brought  too  long  a day ; 

But  now  I often  wisli  the  night 
Had  borne  my  breath  away ! 


132 


FOURTH  READER. 


2.  I remember,  I remember 

The  roses  red  and  white, 

The  violets  and  the  lily-cups, 

Those  flowers  made  of  light ! 

The  lilacs  where  the  robin  built, 

And  where  my  brother  set 
The  laburnum  on  his  birthday — 

The  tree  is  living  yet ! 

3.  I remember,  I remember 

Where  I was  used  to  swing, 

And  thought  the  air  must  rush  as  fresh 
To  swallows  on  the  wing. 

My  spirit  flew  in  feathers  then, 

That  is  so  heavy  now ; 

And  summer  pools  could  hardly  cool 
The  fever  on  my  brow ! 

4.  I remember,  I remember 

The  fir-trees,  dark  and  high; 

I used  to  think  their  slender  tops 
Were  close  against  the  sky. 

It  was  a childish  ignorance, 

But  now  ?tis  little  joy 
To  know  Pm  farther  off  from  heaven 
Than  when  I was  a boy. 

Thomas  Hood. 


For  Preparation. — I.  This  poem,  like  “The  Adopted  Child”  of  Mrs. 
Hemans  (Lesson  XLIII.),  is  an  expression  of  the  longing  called  homesick- 
ness. Note  its  expression  in  the  closing  lines  of  the  first  stanza  (and  where 
else  ?).  This  is  a lyric  poem,  intended  to  be  sung  rather  than  read.  The 
pupil  should,  however,  learn  to  read  properly  even  this  species  of  poetry. 
He  will  find  it  necessary  to  use  chiefly  the  “emphasis  of  time”  in  this 
poem.  (See  Lesson  XVIII.) 


The  trapper  setting  fire  to  the  prairie-grass. 

(“  The 


FOURTH  READER . 


133 


II.  Borne,  peep'-ing,  brought  (brawt),  night,  br&ath,  vl'-o-lets, 
lil'-y,  flow'-er§,  built  (blit),  la-bhr'-num,  thought  (thawt),  feath'-er§. 

III.  Mark  the  feet  of  the  first  stanza,  and  the  accented  syllables,  noting 
the  difference  between  the  first  and  other  lines  : 

“ I re-mem-ber,  I re-mem-ber 

The  house  where  I was  born”  etc. 

IV.  Lily-cups  ; on  the  wing. 

V.  Why  “ made  of  light  ” ? (lily-cups.)  “ Set  the  laburnum  ” — what 
is  meant  ? Comparison  hinted  at  between  “ spirit  flew  in  feathers  ” 
(“feathers”  of  hope;  “flew,”  like  a bird)  and  “swallows  on  the  wing,” 
and  contrast  with  its  “ heavy  ” present.  What  pun  is  implied  in  the 
fourth  stanza,  in  using  heaven  as  a syponym  of  sky?  (When  a child,  I 
thought  the  sky  so  near  that  the  tops  of  the  fir-trees  touched  it.  Sky  is  a 
synonym  of  heaven  ; but  heaven  means  not  only  the  sky,  but  also  the  future 
abode  of  the  blessed.  Such  a confusion  of  two  different  applications  of  a 
word  is  a pun.) 


XLVIII. — THE  PRAIRIE  ON  FIRE. 

1.  “You  have  come  to  your  recollections  too  late, 
miserable  old  man  ! 55  cried  Middleton.  “ The  flames 
are  within  a quarter  of  a mile  of  us,  and  the  wind  is 
bringing  them  down  in  this  direction  with  dreadful 
rapidity.5’ 

2.  “ The  flames ! I care  little  for  the  flames.  If  I 
only  knew  how  to  circumvent  the  cunning  of  the  Te- 
tons,  as  I know*  how  to  cheat  the  fire  of  its  prey,  there 
would  be  nothing  needed  but  thanks  to  the  Lord  for  our 
deliverance.  Do  you  call  this  a fire  ? If  you  had  seen 
what  I have  witnessed  in  the  eastern  hills,  when  mighty 
mountains  were  like  the  furnace  of  a smith,  you  would 
have  known  what  it  was  to  fear  the  flames,  and  to  be 
thankful  that  you  were  spared  ! 


134 


FOURTH  READER . 


3.  “ Come,  lads,  come  ! it  is  time  to  be  doing  now, 
and  to  cease  talking,  for  yonder  curling  flame  is  truly 
coming  on  like  a trotting  moose.  Put  bands  upon  this 
short  and  withered  grass  where  we  stand,  and  lay  bare 
the  earth.55 — “ Would  you  think  to  deprive  the  fire  of  its 
victims  in  this  childish  manner  ? 55  exclaimed  Middleton. 
A faint  but  solemn  smile  passed  over  the  features  of  the 
old  man  as  he  answered  : “ Your  grandfather  would  have 
said  that,  when  the  enemy  was  nigh,  a soldier  could  do 
no  better  than  to  obey.55 

4.  The  captain  felt  the  reproof,  and  instantly  began  to 
imitate  the  industry  of  Paul,  who  was  tearing  the  decayed 
herbage  from  the  ground  in  a sort  of  desperate  compli- 
ance with  the  trapper’s  direction.  Even  Ellen  lent  her 
hands  to  the  labor ; nor  was  it  long  before  Inez  was  seen 
similarly  employed,  though  none  among  them  knew  why 
or  wherefore. 

5.  When  life  is  thought  to  be  the  reward  of  labor, 
men  are  wont  to  be  industrious.  A very  few  moments 
sufficed  to  lay  bare  a spot  of  some  twenty  feet  in  diameter. 
Into  one  edge  of  this  little  area  the  trapper  brought  the 
females,  directing  Middleton  and  Paul  to  cover  their 
light  and  inflammable  dresses  with  the  blankets  of  the 
party. 

6.  So  soon  as  this  precaution  was  observed,  the  old 
man  approached  the  opposite  margin  of  the  grass,  which 
still  environed  them  in  a tall  and  dangerous  circle,  and, 
selecting  a handful  of  the  driest  of  the  herbage,  he  placed 
it  over  the  pan  of  his  rifle.  The  light  combustible  kindled 
at  the  flash.  Then  he  placed  the  little  flame  into  a bed 
of  the  standing  grass,  and,  withdrawing  from  the  spot  to 
the  center  of  the  ring,  patiently  a^vaited  the  result. 


FOURTH  READER. 


136 


7.  The  subtle  element  seized  with  avidity  upon  its 
new  fuel,  and  in  a moment  forked  flames  were  gliding 
among  the  grass,  as  the  tongues  of  ruminating  animals 
are  seen  rolling  among  their  food,  apparently  in  quest  of 
its  sweetest  portions.  “ Now,”  said  the  old  man,  holding 
up  a finger,  and  laughing  in  his  peculiarly  silent  manner, 
“ you  shall  see  fire  fight  fire ! Ah  me ! many  a time  I 
have  burned  a smooth  path  from  wanton  laziness  to  pick 
my  way  across  a tangled  plain.” 

8.  “ But  is  this  not  fatal  ? ” cried  the  amazed  Mid- 
dleton; “are  you  not  bringing  the  enemy  nigher  to  us, 
instead  of  avoiding  it?” — “Do  you  scorch  so  easily? 
Your  grandfather  had  a tougher  skin.  But  we  shall  live 
to  see ; we  shall  all  live  to  see.”  The  experience  of  the 
trapper  was  in  the  right. 

9.  As  the  fire  gained  strength  and  heat,  it  began  to 
spread  on  three  sides,  dying  of  itself  on  the  fourth  for 
want  of  aliment.  As  it  increased,  and  the  sullen  roaring 
announced  its  power,  it  cleared  everything  before  it,  leav- 
ing the  black  and  smoking  soil  far  more  naked  than  if  the 
scythe  had  swept  the  place. 

10.  The  situation  of  the  fugitives  would  have  still 
been  hazardous  had  not  the  area  enlarged  as  the  flame 
encircled  them.  But  by  advancing  to  the  spot  where  the 
trapper  had  kindled  the  grass,  they  avoided  the  heat,  and 
in  a very  few  moments  the  flames  began  to  recede  in 
every  quarter,  leaving  them  enveloped  in  a cloud  of 
smoke,  but  perfectly  safe  from  the  torrent  of  fire  that 
was  still  furiously  rolling  onward. 

11.  The  spectators  regarded  the  simple  expedient  of 
the  trapper  with  that  species  of  wonder  with  which  the 


136 


FOURTH  READER. 


courtiers  of  Ferdinand  are  said  to  have  viewed  the  man- 
ner in  which  Columbus  made  his  egg  to  stand  on  its  end  ; 
though  with  feelings  that  were  filled  with  gratitude  in- 
stead of  envy. 

12.  “ Most  wonderful ! ” said  Middleton,  when  he  saw 
the  complete  success  of  the  means  by  which  they  had 
been  rescued  from  a danger  that  he  had  conceived  to  be 
unavoidable.  “ The  thought  was  a gift  from  Heaven, 
and  the  hand  that  executed  it  should  be  immortal.” 

13.  “ Old  trapper,”  cried  Paul,  thrusting  his  fingers 
through  his  shaggy  locks,  “ I have  lined  many  a loaded 
bee  into  its  hole,  and  know  something  of  the  nature  of 
the  wmods ; but  this  is  robbing  a hornet  of  his  sting  with- 
out touching  the  insect ! ” 

14.  “ It  will  do — it  will  do  ! ” returned  the  old  man, 
who  after  the  first  moment  of  his  success  seemed  to  think 
no  more  of  the  exploit.  “ Let  the  flames  do  their  work 
for  a short  half-hour,  and  then  we  will  mount.  That 
time  is  needed  to  cool  the  meadow,  for  these  unshod 
beasts  are  as  tender  on  the  hoof  as  a barefooted  girl.” 

15.  The  veteran,  on  whose  experience  they  all  so 

implicitly  relied  for  protection,  employed  himself  in 
reconnoitering  objects  in  the  distance,  through  the  open- 
ings which  the  air  occasionally  made  in  the  immense 
bodies  of  smoke,  that  by  this  time  lay  in  enormous  piles 
on  every  part  of  the  plain.  James  Fenimore  Cooper. 


For  Preparation. — I.  This  extract  is  taken  from  Cooper’s  novel,  “ The 
Prairie.”  Have  you  read  “ The  Prairie  ” ? — “ The  Spy  ” ? — “ Lionel  Lin- 
coln ” ? In  what  region  is  the  scene  laid  ? How  do  you  know  ? (by  the 
prairie.)  The  Tetons  were  a tribe  of  Indians. 


FOURTH  READER. 


137 


II.  Sbl'-emn  (-em),  nigh,  o-bey',  de~eayed',  suf-ficed' (-fizd'),  sgythe, 
con-geived',  sub'-tle  (sut'i),  herb'-age  (erb'ej). 

III.  Un-avoid-able  (a  syllable  placed  before  a word,  to  change  its  mean- 

ing, is  called  a prefix — pre  meaning  before  ; hence  prefix  = fixed  before. 
So  un  is  a prefix,  meaning  not ; hence,  unavoidable  means  not  avoidable.  A 
syllable,  or  syllables,  placed  after  a word  for  the  same  purpose  is  called  a 
suffix.  Thus  able  is  a suffix,  meaning  “ possible  to  be  ” : avoidable  means 
possible  to  be  avoided ),  unshod*  (prefix  un),  circumvent  ( circurn  around  ; 

circumvent  = come  round,  hence  to  gain  advantage  over),  recede  (re  == 
back ; recede  = go  back),  diameter  (dia  = through  ; meter  = measure). 

IV.  Aliment,  area,  expedient,  rescued,  withered,  inflammable,  environed, 
combustible,  “ pan  of  his  rifle,”  avidity,  ruminating,  “ wanton  laziness,” 
reconnoitering. 

V.  “ Lined  a loaded  bee.”  (When  loaded  with  honey,  the  wild  bee  pur- 
sues a straight  line  for  its  hive,  which  is  generally  in  a hollow  tree.  The 
bee-hunter  watches  its  course,  and  finds  the  hive.) 


XLIX.— THE  MOUNTAIN  AND  THE  SQUIRREL 

1.  The  Mountain  and  the  Squirrel 
Had  a quarrel, 

And  the  former  called  the  latter  “ Little  Prig.” 

2.  Bun  replied  : 

“ You  are  doubtless  very  big ; 

But  all  sorts  of  things  and  weather 
Must  be  taken  in  together, 

To  make  up  a year,  \ 

And  a sphere ; 

3.  And  I ‘think  it  no  disgrace 
To  occupy  my  place. 

If  I’m  not  so  large  as  you, 

You’re  not  so  small  as  I, 

And  not  half  so  spry. 


138 


FOURTH  READER. 


4.  PH  not  deny  you  make 
A very  pretty  squirrel-track. 

Talents  differ ; all  is  well  and  wisely  put : 

If  I can  not  carry  forests  on  my  back, 
Neither  can  you  crack  a nut.” 

Ralph  Waldo  Emerson. 


For  Preparation. — I.  What  fables  have  you  had  before  in  this 
Reader  ? Do  you  remember  any  difference  between  the  fable  and  other 
stories  ? 

II.  Squir'-rel  (note  the  English  pronunciation ; see  Lesson 
XXXIX.),  mount'-ain  (-in),  quar'-rel,  doubt'-less  (dout'-),  wSath'-er, 
oe'-eu-py,  dif'-fer,  nei'-ther. 

III.  Explain  the  omissions  in  i’m,  you're , Til.  Give  the  other  forms  of 
the  pronouns  I ( my,  mine,  me,  we,  our,  ours,  us),  you}  it , my. 

IV.  Prig  (conceited  fellow),  sphere,  occupy,  spry,  “ squirrel-track.” 

Y.  Who  is  called  “ Bun  ” in  this  fable  ? “ All  sorts  of  things  and 

weather  must  be  taken  in  together,  to  make  up  a year  (of  time),  and  a 
sphere  ” (of  space,  i.  e.,  the  world).  If  largeness  has  its  advantages,  so 
has  smallness  too.  Does  the  squirrel  express  contempt  by  saying,  “I’ll  not 
deny  you  make  a very  pretty  squirrel-track  ” ? 


L.— THE  LILLIPUTIAN  WAR  AT  SEA. 

1.  The  empire  of  Blefuscu  is  an  island  situated  to  the 
northeast  of  Lilliput,  from  which  it  is  parted  only  by  a 
channel  eight  hundred  yards  wide. 

2.  I had  not  yet  seen  it,  and,  upon  thris  notice  of  an 
intended  invasion,  I avoided  appearing  on  that  side  of 
the  coast,  for  fear  of  being  discovered  by  some  of  the 
enemy’s  ships,  who  had  received  no  intelligence  of  me ; 
all  intercourse  between  the  two  empires  having  been 


FOURTH  READER. 


139 


strictly  forbidden  during  the  war,  upon  pain  of  death, 
and  an  embargo  laid  by  onr  emperor  upon  all  vessels 
whatsoever. 

3.  I communicated  to  His  Majesty  a project  I had 
formed  of  seizing  the  enemy’s  whole  fleet ; which,  as 
our  scouts  assured  us,  lay  at  anchor  in  the  harbor, 
ready  to  sail  with  the  first  fair  wind.  I consulted  the 
most  experienced  seamen  upon  the  depth  of  the  channel, 
which  they  had  often  plumbed ; who  told  me  that  in 
the  middle,  at  high  water,  it  was  seventy  glumgluffs  deep, 
which  is  about  six  feet  of  European  measure;  and  the 
rest  of  it  fifty  glumgluffs  at  most. 

4.  I walked  toward  the  northeast  coast,  over  against 
Blefuscu,  where,  lying  down  behind  a hillock,  I took  out 
my  small  perspective  glass  and  viewed  the  enemy’s  fleet 
at  anchor,  consisting  of  about  fifty  men-of-war  and  a 
great  number  of  transports.  I then  came  back  to  my 
house,  and  gave  orders  (for  which  I had  a warrant)  for  a 
great  quantity  of  the  strongest  cable  and  bars  of  iron. 
The  cable  was  about  as  thick  as  pack-thread,  and  the 
bars  of  the  length  and  size  of  a knitting-needle. 

5.  I trebled  the  cable  to  make  it  stronger,  and  for 
the  same  reason  I twisted  three  of  the  iron  bars  together, 
bending  the  extremities  into  a hook.  Having  thus  fixed 
fifty  hooks  to  as  many  cables,  I went  back  to  the  north- 
east coast,  and,  putting  off  my  coat,  shoes,  and  stockings, 
walked  into  the  sea  in  my  leathern  jerkin,  about  half  an 
hour  before  high  water.  I waded  with  what  haste  I 
could,  and  swam  in  the  middle  about  thirty  yards,  till  I 
felt  ground. 

6.  I arrived  at  the  fleet  in  less  than  half  an  hour. 
The  enemy  were  so  frightened  when  they  saw  me,  that 


140 


FOURTH  READER . 


they  leaped  out  of  their  ships  and  swam  to  shore,  where 
there  could  not  be  fewer  than  thirty  thousand  souls.  I 
then  took  my  tackling,  and,  fastening  a hook  to  the  hole 
at  the  prow  of  each,  I tied  all  the  cords  together  at  the 
end. 

7.  While  I was  thus  employed,  the  enemy  discharged 
several  thousand  arrows,  many  of  whicli  stuck  in  my 
hands  and  face,  and,  besides  the  excessive  smart,  gave 
me  much  disturbance  in  my  work.  My  greatest  appre- 
hension was  for  my  eyes,  which  I should  have  infallibly 
lost  if  I had  not  suddenly  thought  of  an  expedient. 

8.  I kept,  among  other  little  necessaries,  a pair  of 
spectacles  in  a private  pocket,  which,  as  I observed  be- 
fore, had  escaped  the  emperor’s  searchers.  These  I took 
out  and  fastened  as  strongly  as  I could  upon  my  nose, 
and,  thus  armed,  went  on  boldly  with  my  work  in  spite 
of  the  enemy’s  arrows,  many  of  wdiich  struck  against  the 
glasses  of  my  spectacles,  but  without  any  other  effect 
further  than  a little  to  discompose  them. 

9.  I had  now  fastened  all  the  hooks,  and,  taking  the 
knot  in  my  hand,  began  to  pull ; but  not  a ship  would 
stir,  for  they  were  all  too  fast  held  by  their  anchors,  so 
that  the  boldest  part  of  my  enterprise  remained.  I there- 
fore let  go  the  cord,  and,  leaving  the  hooks  fixed  to  the 
ships,  I resolutely  cut  with  my  knife  the  cables  that  fast- 
ened the  anchors,  receiving  about  two  hundred  arrows  in 
my  face  and  hands ; then  I took  up  the  knotted  end  of 
the  cables  to  which  my  hooks  were  tied,  and  with  great 
ease  drew  fifty  of  the  enemy’s  largest  men-of-war  after 
me. 

10.  The  Blefuscudians,  who  had  not  the  least  imagi- 
nation of  what  I intended,  were  at  first  confounded  with 


FOURTH  READER. 


141 


astonishment.  They  had  seen  me  cut  the  cables,  and 
thought  my  design  was  only  to  let  the  ships  run  adrift, 
or  fall  foul  on  each  other ; but  when  they  perceived  the 
whole  fleet  moving  in  order,  and  saw  me  pulling  at  the 
end,  they  set  up  such  a scream  of  grief  and  despair  as  it 
is  almost  impossible  to  describe  or  conceive. 

11.  When  I had  got  out  of  danger,  I stopped  awhile 
to  pick  out  the  arrows  that  stuck  in  my  hands  and  face, 
and  rubbed  on  some  of  the  same  ointment  that  was  given 
me  at  my  first  arrival,  as  I have  formerly  mentioned.  I 
then  took  off  my  spectacles,  and,  waiting  about  an  hour, 
till  the  tide  was  a little  fallen,  I waded  through  the  mid- 
dle with  my  cargo,  and  arrived  safe  at  the  royal  part  of 
Lilliput. 

12.  The  emperor  and  his  whole  court  stood  on  the 
shore,  expecting  the  issue  of  this  great  adventure. 
They  saw  the  ships  move  forward  in  a large  half-moon, 
but  could  not  discern  me,  who  was  up  to  my  breast  in 
water.  When  I advanced  to  the  middle  of  the  channel, 
they  were  yet  more  in  pain,  because  I was  under  water 
to  my  neck.  The  emperor  concluded  me  to  be  drowned, 
and  that  the  enemy’s  fleet  was  approaching  in  a hostile 
manner. 

13.  But  he  was  soon  eased  of  his  fears ; for,  the  chan- 
nel growing  shallower  every  step  I made,  I came  in  a 
short  time  within  hearing,  and,  holding  up  the  end  of  the 
cable  by  which  the  fleet  was  fastened,  I cried  in  a loud 
voice,  “Long  live  the  most  puissant  King  of  Lilliput ! ” 
This  great  prince  received  me  at  my  landing  with  all  jdos- 
sible  encomiums,  and  created  me  a nardac  upon  the  spot, 
which  is  the  highest  title  of  honor  among  them. 

Dean  Swift. 


142 


FOURTH  READER. 


For  Preparation. — I.  Have  you  read  Swift’s  “ Gulliver’s  Travels  ” ? It 
is  a narrative,  somewhat  after  the  manner  of  “ Robinson  Crusoe  ” (pub- 
lished eight  years  before),  of  a shipwrecked  sailor  who  comes  to  a land  in- 
habited by  people  not  six  inches  high.  The  ludicrous  incidents  which  would 
happen  to  men,  if  a giant  (“man-mountain”)  twelve  times  their  height  and 
nearly  two  thousand  times  their  weight  should  suddenly  appear  among 
them,  are  told  with  a quiet  humor.  This  race  of  little  men  are  called 
Lilliputians.  Being  at  war  with  the  neighboring  nation  of  Blefuscu,  Gul- 
liver engages  to  wade  across  the  channel  and  capture  their  whole  navy. 

II.  Ble-fus'-eu,  sit'-u-at-ed,  for-bid'-den,  seiz'-ing,  plumbed 
(piumd),  kmt'-ting-nee'-dle. 

III.  Correct : “ They  seen  the  ships  move  forward  ” ; — “ They  was  yet 
more  in  pain  because  I were  under  water  ” ; — “ The  empire  are  an  island, 
but  I had  not  yet  saw  it  ” ; — “ The  fleet  laid  at  anchor  ” ; — “ They  telled 
me.” 

IV.  Embargo  (forbidding  all  vessels  to  sail  from  the  port),  at  anchor, 
plumbed  (measured  with  a lead  and  line),  perspective  glass  (spy-glass), 
pack-thread,  men-of-war  (vessels  for  fighting),  transports  (to  carry  the  land 
army  and  war  material),  cable,  trebled,  jerkin,  excessive,  smart,  apprehen- 
sion, expedient,  infallibly  (without  fail),  discompose,  “confounded  with 
astonishment,”  adrift,  cargo,  “ expecting  the  issue  ” (awaiting  the  result), 
growing  shallower,  puissant  (powerful),  encomiums  (praises). 

Y.  Do  we  more  easily  discover  our  own  foibles  (frailties,  or  weak  points) 
from  seeing  other  people  manifest  them  ? (By  attributing  to  the  little  peo- 
ple the  habits  of  his  own  countrymen,  Swift  helped  the  latter  to  see  what 
was  absurd  in  those  habits.)  The  effect  of  reading  about  the  habits  of  peo- 
ple widely  different  from  ourselves  is  to  make  us  tolerant  and  liberal  (i.  e., 
generous  toward  others,  and  willing  that  they  should  have  their  own  views 
and  ways  of  acting,  even  though  very  much  unlike  our  own). 


LI.— ALEXANDER  SELKIRK. 

1.  I am  monarch  of  all  I survey, 

My  right  there  is  none  to  dispute ; 
From  the  center  all  round  to  the  sea, 

I am  lord  of  the  fowl  and  the  brute. 


FOURTH  READER. 


143 


O Solitude  ! where  are  the  charms 
That  sages  have  seen  in  thy  face  ? 
Better  dwell  in  the  midst  of  alarms, 

Than  reign  in  this  horrible  place ! 

2.  I am  out  of  humanity’s  reach, 

I must  finish  my  journey  alone  ; 

Never  hear  the  sweet  music  of  speech — - 
I start  at  the  sound  of  my  own  ! 

The  beasts  that  roam  over  the  plain 
My  form  with  indifference  see ; 

They  are  so  unacquainted  with  man, 
Their  tameness  is  shocking  to  me. 

3.  Society,  friendship,  and  love, 

Divinely  bestowed  upon  man, 

Oh,  had  I the  wings  of  a dove, 

How  soon  would  I taste  you  again ! 

My  sorrows  I then  might  assuage 
In  the  ways  of  religion  and  truth ; 
Might  learn  from  the  wisdom  of  age, 
And  be  cheered  by  the  sallies  of  youth. 

4.  Religion  ! what  treasure  untold 

Resides  in  that  heavenly  word, 

More  precious  than  silver  and  gold, 

Or  all  that  this  earth  can  afford ! 

But  the  sound  of  the  church-going  bell 
These  valleys  and  rocks  never  heard — 
Never  sighed  at  the  sound  of  a knell, 

Or  smiled  when  a Sabbath  appeared  ! 

5.  Ye  winds,  that  have  made  me  your  sport, 

Convey  to  this  desolate  shore 
Some  cordial,  endearing  report 
Of  a land  I shall  visit  no  more. 


144 


FOURTH  READER. 


My  friends— do  they  now  and  then  send 
A wish  or  a thought  after  me  ? 

Oh,  tell  me  I yet  have  a friend, 

Though  a friend  I am  never  to  see ! 

6.  How  fleet  is  a glance  of  the  mind  ! 

Compared  with  the  speed  of  its  flight, 

The  tempest  itself  lags  behind, 

And  the  swift- winged  arrows  of  light ! 

When  I think  of  my  own  native  land, 

In  a moment  I seem  to  be  there; 

But  alas ! recollection  at  hand 
Soon  hurries  me  back  to  despair ! 

7.  But  the  sea-fowl  has  gone  to  her  nest, 

The  beast  is  laid  down  in  his  lair ; 

Even  here  is  a season  of  rest, 

And  I to  my  cabin  repair. 

There’s  mercy  in  every  place  ; 

And  mercy — encouraging  thought ! — 

Gives  even  affliction  a grace, 

And  reconciles  man  to  his  lot. 

William  Cowper. 

For  Preparation. — I.  nave  you  read  “ Robinson  Crusoe  ” ? The  story 
is  said  to  be  founded  on  the  adventures  which  Selkirk  met  with  in  the 
island  of  Juan  Fernandez.  Find  this  island  on  the  map. 

II.  Mon'-ar-eh,  sur-vey',  gen'-ter,  reign  (ran),  joftr'-ney,  knell  (nel), 
val'-ley^,  -eor'-di-al  (or  cord'-ial). 

III.  Divide  the  first  verse  into  feet,  and  mark  the  accented  syllables. 
Which  feet  have  three  syllables  ? 

IV.  Solitude,  alarms,  humanity’s,  unacquainted,  divinely,  bestowed,  sal- 
lies, report,  glance,  encouraging,  assuage. 

V.  “ Sages  have  seen  in  thy  face.”  (Solitude  is  here  personified.  Wise 
men  have  found  solitude  charming,  because  it  has  aided  their  meditations.) 
What  journey  must  he  finish  alone  ? Why  is  the  “ tameness  ” shocking  to 


FOURTH  READER. 


145 


him  ? (2.)  Whither  would  he  have  flown  if  he  had  had  the  wings  of  a 
dove?  Why  is  the  bell  called  “church-going”?  Does  a glance  of  the 
mind  really  travel  through  space,  or  only  call  up  images  or  pictures  of  it? 


Lll. — SUSPENSE  OF  VOICE. 

The  subordinate  ideas  of  a sentence  are  often  neither 
negative  nor  positive,  but  merely  circumstantial  or  in- 
troductory to  the  principal  idea.  They  require,  there- 
fore, neither  the  rising  nor  the  falling  slide,  but  the  hold- 
ing, or  continuance,  of  the  given  pitch  on  which  the  em- 
phatic sound  begins — that  is,  the  suspense  of  the  voice — 
marked  thus  ("). 

EXAMPLES. 

“ When  the  hours  of  day"  are  numbered  , 

And  the  voices  of  the  night" 

Wake  the  better  soul,  that  slumbered, 

To  a holy,  calm  delight" ; 

“ Ere  the  evening  lamps"  are  lighted-, 

And,  like  phantoms  grim  and  tali’, 

Shadows"  from  the  fitful  fire-light 
Dance  upon  the  parlor-wall" : 

“ Then  the  forms  of  the  departed ' 

Enter  at  the  open  door — 

The  beloved' , the  true-hearted' , 

Come  to  visit'  me  once  more 

From  “ Footsteps  of  Angels”  by  Longfellow . 

“Well",  the  delightful  day  will  come.” 

“Friends',  I come  not  here  to  talk.”  The  address, 
when  marked  by  deep,  tender  emotion,  takes  the  suspense. 

10 


146 


FOURTH  READER. 


Luke  xv.  31 : “ And  lie  said  unto  him,  Son  , thou  art 
ever  with  me ; and  all  that  I have  is  tliine".5’ 

To  close  this  verse  with  the  suspense  of  voice,  thus 
leaving  the  appeal  unfinished,  is  much  more  suggestive 
reading  than  to  give  it  the  falling  slide  of  completed 
sense.  The  sacred  address  takes  the  suspense  also  : “ Our 
Father"  which  art  in  heaven".55 

“ Kock  of  ages",  cleft  for  me  , 

Let  me  hide  myself'  in  Thee'P 


LIN. — LILLIPUTIAN  TAILORS  AND  COOKS. 

1.  It  may  perhaps  divert  the  curious  reader  to  give 
some  account  of  my  domestics,  and  my  manner  of  living 
in  this  country  during  a residence  of  nine  months  and 
thirteen  days. 

2.  Having  a head  mechanically  turned,  and  being 
likewise  forced  by  necessity,  I had  made  for  myself  a 
table  and  chair  convenient  enough,  out  of  the  largest 
trees  in  the  royal  park. 

3.  Two  hundred  seamstresses  were  employed  to  make 
me  shirts,  and  linen  for  my  bed  and  table,  all  of  the  strong- 
est and  coarsest  kind  they  could  get ; which,  however, 
they  were  forced  to  quilt  together  in  several  folds,  for  the 
thickest  was  some  degrees  finer  than  lawn. 

4.  Their  linen  is  usually  three  inches  wide,  and  three 
feet  make  a piece.  The  seamstresses  took  my  measure 
as  I lay  on  the  ground,  one  standing  at  my  neck,  and 
another  at  my  knee,  with  a strong  cord  extended,  that 


FOURTH  READER . 


147 


each  held  by  the  end,  while  a third  measured  the  length 
of  the  cord  with  a rule  an  inch  long. 

5.  Then  they  measured  my  right  thumb,  and  desired 
no  more ; for,  by  a mathematical  computation  that  twice 
round  the  thumb  is  once  round  the  wrist,  and  so  on  to 
the  neck  and  the  waist,  and  by  the  help  of  my  old  shirt 
which  I displayed  on  the  ground  before  them  for  a pat* 
tern,  they  fitted  me  exactly. 

6.  Three  hundred  tailors  were  employed  in  the  same 
manner  to  make  me  clothes ; but  they  had  another  con- 
trivance for  taking  my  measure.  I kneeled  down,  and 
they  raised  a ladder  from  the  ground  to  my  neck  ; upon 
this  ladder  one  of  them  mounted,  and  let  fall  a plumb-line 
from  my  collar  to  the  floor,  which  just  answered  the  length 
of  my  coat ; but  my  waist  and  arms  I measured  myself. 

7.  When  my  clothes  were  finished,  which  was  done 
in  my  house  (for  the  largest  of  theirs  would  not  have 
been  able  to  hold  them),  they  looked  like  the  patchwork 
made  by  the  ladies  in  England,  only  that  mine  were  all 
of  a color. 

8.  I had  three  hundred  cooks  to  dress  my  victuals,  in 
little  convenient  huts  built  about  my  house,  where  they1 
and  their  families  lived,  and  prepared  me  two  dishes 
apiece.  I took  up  twenty  waiters  in  my  hand  and  placed 
them  on  the  table ; a hundred  more  attended  below  on 
the  ground,  some  with  dishes  of  meat,  and  some  with 
barrels  of  wine  and  other  liquors  slung  on  their  shoul- 
ders, all  which  the  waiters  above  drew  up,  as  I wanted, 
in  a very  ingenious  manner  by  certain  cords,  as  we  draw 
the  bucket  up  a well  in  Europe. 

9.  A dish  of  their  meat  was  a good  mouthful,  and  a 
barrel  of  their  liquor  a reasonable  draught.  Their  mutton 


148 


FOURTH  READER . 


yields  to  ours,  but  their  beef  is  excellent.  I have  had  a 
sirloin  so  large  that  I have  been  forced  to  make  three 
bites  of  it ; but  this  is  rare.  My  servants  were  astonished 
to  see  me  eat  it  bones  and  all,  as  in  our  country  we  do  the 
leg  of  a lark.  Their  geese  and  turkeys  I usually  ate  at  a 
mouthful,  and  I confess  they  far  exceed  ours.  Of  their 
smaller  fowl,  I could  take  up  twenty  or  thirty  at  the  end 
of  my  knife.  Bean  Swift. 

For  Preparation. — I.  Find,  on  the  map,  Van  Diemen’s  Land  (now 
called  Tasmania).  It  is  northwest  of  this  that  Gulliver  locates  his  island 
of  Lilliput. 

II.  •€on-ven/-ient,  e-nougli'  (-nuf),  draught  (draft),  seam'-stress-es, 
wrist  (rist),  liq'-uor§  (lik'urz),  shoul'-derg,  wait'-er§. 

III.  Correct:  “They  made  my  coat  out  of  the  stronger  and  coarser 
kind  of  linen  they  could  get  ” ; — “ The  thicker  was  some  degrees  finest  than 
lawn  ” ; — “ The  larger  house  of  theirs  would  not  hold  my  coat,  for,  of  the 
two,  the  coat  was  largest.” 

IV.  Divert  (amuse),  curious  (from  the  Latin  curiosus , careful,  inquisi- 
tive, through  cur  a,  care,  from  queer  o,  I seek),  residence,  mechanically  turned 
(having  a taste  for  inventing  mechanical  contrivances),  lawn  (what  two 
meanings?),  mathematical  computation  (i.  e.,  by  multiplication  : twice  round 
the  thumb  = once  round  the  wrist ; twice  round  the  wrist  ==  once  round 
the  neck,  etc.). 

V.  The  Lilliputians  are  one-twelfth  the  height  of  a man  ; an  inch  with 
us  corresponds  to  a foot  with  them,  and  so  their  yard-stick  measures  about 
three  inches,  and  their  cloth  is  three  inches  wide.  “ Their  mutton  yields 
to  ours  ” (is  inferior). 


LIV. — COUNTRY  SCENES  IN  OLD  TIMES. 

MORNING. 

1.  See,  the  day  begins  to  break, 

And  the  light  shoots  like  a streak 
Of  subtile  fire ; the  wind  blows  cold 
While  the  morning  doth  unfold. 


FOURTH  READER. 


149 


Now  the  birds  begin  to  rouse, 

And  the  squirrel  from  the  boughs 
Leaps,  to  get  him  nuts  and  fruit ; 

The  early  lark,  that  erst  was  mute, 
Carols  to  the  rising  day 
Many  a note  and  many  a lay. 

2.  Shepherds,  rise,  and  shake  off  sleep ! 
See,  the  blushing  morn  doth  peep 
Through  the  windows  ; while  the  sun 
To  the  mountain-tops  is  run, 

Gilding  all  the  vales  below 

With  his  rising  flames,  which  grow 
Greater  by  his  climbing  still. 

3.  Up,  ye  lazy  swains  ! and  fill 
Bag  and  bottle  for  the  field ; 

Clasp  your  cloaks  fast,  lest  they  yield 
To  the  bitter  northeast  wind. 

Call  the  maidens  up,  and  find 
Who  lies  longest,  that  she  may 
Be  chidden  for  untimed  delay  ; 

Feed  your  faithful  dogs,  and  pray 
Heaven  to  keep  you  from  decay ; 

So  unfold,  and  then  away. 

EVENING. 

4.  Shepherds  all,  and  maidens  fair, 

Fold  your  flocks  up,  for  the  air 
’Gins  to  thicken,  and  the  sun 
Already  his  great  course  hath  run. 

See  the  dew-drops,  how  they  kiss 
Every  little  flower  that  is, 

Hanging  on  their  velvet  heads 
Like  a rope  of  crystal  beads  ! 


180 


FOURTH  READER. 


5.  See  the  heavy  clouds  low-falling, 

And  bright  Hesperus  dowm-calling 
The  dead  night  from  underground ; 

At  whose  rising,  mists  unsound, 

Damps  and  vapors,  fly  apace, 

Hovering  o’er  the  wanton  face 

Of  these  pastures,  where  they  come 
Striking  dead  both  bud  and  bloom. 

6.  Therefore  from  such  danger  lock 
Every  one  his  loved  flock ; 

Let  your  dogs  lie  loose  without, 

Lest  the  wolf  come,  as  a scout 
From  the  mountain,  and,  ere  day, 

Bear  a kid  or  lamb  away ; 

Or  the  crafty,  thievish  fox 
Break  upon  your  simple  flocks. 

7.  To  secure  yourself  from  these, 

Be  not  too  secure  in  ease  ; 

So  shall  you  good  shepherds  prove, 

And  deserve  your  master’s  love. 

Now,  good  night ! may  sweetest  slumbers 
And  soft  silence  fall  in  numbers 
On  your  eyelids ! So,  farewell ! 

Thus  I end  my  evening  knell. 

J.  Fletcher . 


For  Preparation. — I.  Hesperus  (Venus,  as  evening  star).  In  what 
country  and  at  what  season  of  the  year  are  these  scenes  laid  ? (Note  the 
mountains,  the  lark,  shepherds,  bitter  northeast  wind,  dogs,  wolf,  heavy 
clouds,  fox,  etc.) 

II.  ^oun'-try,  break,  streak,  rou§e,  bough§  (bouz),  fruit  (what 
sound  has  u after  r.?),  car'-ol§,  shep'-herd§,  (-erdz),  through  (throb), 
cllmb'-ing  (kiim'-),  yield,  faith'-ful,  thick'-en  (thik'n),  course,  crys'-tal, 
hov'-er-ing,  past'-ure§,  thiev'-ish,  knell  (nei). 


FOURTH  READER . 


151 


III.  Make  a list  of  five  action-words  in  this  piece  that  end  in  ing  (de- 
noting present  time  and  continued  action),  and  write  out  the  other  forms 
which  they  have  (e.  g.,  blushing,  blushes,  blush,  blushed ; gilding,  gilds, 
gild,  gilded,  etc.).  In  solemn  style,  there  are  forms  in  st  and  ih  (wast, 
doth). 

IV.  Streak,  “ subtile  fire,”  “ morning  doth  unfold,”  erst,  carols,  lay, 
gilding,  swain,  chidden,  decay,  “ air  ’gins  to  thicken,”  “ Hesperus  down- 
calling the  dead  night  ” (called  “ dead  ” because  it  had  been  buried  “ under- 
ground ” while  the  day  lasted),  “from  underground”  (i.  e.,  from  beyond 
the  horizon  in  the  east),  “ mists  unsound  ” (unhealthy),  “ fly  apace,”  scout, 
secure,  “ fall  in  numbers.” 

V.  In  the  first  stanza  of  the  above,  what  scene  is  described  ? (the  dawn.) 
In  the  second  and  third  stanzas?  (sunrise.)  Note  the  use  of  the  word 
“ unfold”  in  the  first  and  third  stanzas.  In  shepherd-dialect,  this  means  to 
release  the  sheep  from  the  pen.  In  the  fourth  verse  (scene,  evening),  “ fold 
up  ” is  used  of  flocks  in  contrast  to  u unfold  your  flocks  ” in  the  morning 
scene. 


LV.— PERSEVERANCE  OF  A SPIDER. 

1.  I perceived,  about  four  years  ago,  a large  spider  in 
one  corner  of  my  room,  making  its  web ; and,  though  the 
maid  frequently  leveled  her  fatal  broom  against  the 
labors  of  the  little  animal,  I had  the  good  fortune  then 
to  prevent  its  destruction,  and,  I may  say,  it  more  than 
paid  me  by  the  entertainment  it  afforded. 

2.  In  three  days  the  web  was,  with  incredible  dili- 
gence, completed;  nor  could  I avoid  thinking  that  the 
insect  seemed  to  exult  in  its  new  abode.  It  often  trav- 
ersed it  round,  and  examined  the  strength  of  every  part 
of  it,  retired  into  its  hole,  and  came  out  very  frequently. 
The  first  enemy,  however,  it  had  to  encounter,  was  an- 
other and  much  larger  spider,  which,  having  no  web  of 
its  own,  and  having  probably  exhausted  all  its  stock  in 
former  labors  of  this  kind,  came  to  invade  the  property 
of  its  neighbor. 


152 


FOURTH  READER . 


3.  Soon  a terrible  encounter  ensued,  in  which  the 
invader  seemed  to  have  the  victory ; and  the  laborious 
spider  was  obliged  to  take  refuge  in  its  hole.  Upon 
this  I perceived  the  victor  using  every  art  to  draw  the 
enemy  from  his  stronghold.  He  seemed  to  go  off,  but 
quickly  returned,  and,  when  he  found  all  arts  vain,  began 
to  demolish  the  new  web  without  mercy.  This  brought 
on  another  battle,  and,  contrary  to  my  expectations,  the 
laborious  spider  became  conqueror,  and  fairly  killed  his 
antagonist. 

4.  Now  in  peaceable  possession  of  what  was  justly 
its  own,  it  awaited  three  days  with  the  utmost  impa- 
tience, repairing  the  breaches  of  its  web,  and  taking  no 
sustenance  that  I could  perceive.  At  last,  however,  a 
large  blue  fly  fell  into  the  snare,  and  struggled  hard  to 
get  loose.  The  spider  gave  it  leave  to  entangle  itself  as 
much  as  possible,  but  it  seemed  to  be  too  strong  for  the 
cobweb. 

5.  I must  own  I was  greatly  surprised  when  I saw  the 
spider  immediately  sally  out,  and  in  less  than  a minute 
weave  a new  net  around  its  captive,  by  which  the  motion 
of  its  wings  was  stopped ; and  when  it  was  fairly  ham- 
pered in  this  manner,  it  was  seized  and  dragged  into  the 
hole. 

6.  In  this  manner  it  lived,  in  a precarious  state ; and 
Nature  seemed  to  have  fitted  it  for  such  a life,  for  upon 
a single  fly  it  subsisted  for  more  than  a week.  I once 
put  a wasp  into  the  net ; but  when  the  spider  came  out 
in  order  to  seize  it  as  usual,  upon  perceiving  what  kind 
of  an  enemy  it  had  to  deal  with,  it  instantly  broke  all 
the  bands  that  held  it  fast,  and  contributed  all  that 
lay  in  its  power  to  disengage  so  formidable  an  antago- 
nist. 


FOURTH  READER. 


1 S3 


7.  I had  now  a mind  to  try  how  many  cobwebs  a sin- 
gle spider  could  furnish ; wherefore  I destroyed  this,  and 
the  insect  set  about  another ; when  I destroyed  the  other 
also,  its  whole  stock  seemed  entirely  exhausted,  and  it 
could  spin  no  more. 

8.  The  arts  it  made  use  of  to  support  itself,  now  de- 
prived of  its  great  means  of  subsistence,  were  indeed  sur- 
prising. I have  seen  it  roll  up  its  legs  like  a ball,  and 
lie  motionless  for  hours  together,  but  cautiously  watching 
all  the  time ; when  a fly  happened  to  approach  sufficiently 
near,  it  would  dart  out  all  at  once,  and  often  seize  its  prey. 

9.  Of  this  life,  however,  it  soon  began  to  grow  weary, 
and  resolved  to  invade  the  possession  of  some  other  spider, 
since  it  could  not  make  a web  of  its  own.  It  formed  an 
attack  upon  a neighboring  fortification  with  great  vigor, 
and  at  first  was  as  vigorously  repulsed.  Not  daunted, 
however,  with  one  defeat,  in  this  manner  it  continued  to 
lay  siege  to  another’s  web  for  three  days,  and,  at  length 
having  killed  the  defendant,  actually  took  possession. 

10.  The  insect  I am  now  describing  lived  three  years ; 

every  year  it  changed  its  skin,  and  got  a new  set  of  legs. 
At  first  it  dreaded  my  approach  to  its  web ; but  at  last 
it  became  so  familiar  as  to  take  a fly  out  of  my  hand, 
and,  upon  my  touching  any  part  of  the  web,  would  im- 
mediately leave  its  hole,  prepared  either  for  a defense  or 
an  attack.  Oliver  Goldsmith. 

For  Preparation. — I.  One  of  the  many  works  that  Goldsmith  wrote 
was  a “ History  of  the  Earth  and  Animated  Nature.”  What  do  you  under- 
stand  by  “animated  nature”  ? (all  animals.)  Would  you  suppose  that  the 
author  of  this  piece  was  a poet,  or  only  a man  of  science?  Contrast  the 
style  of  this  piece  with  that  in  Lesson  XV. : how  simple  and  natural  the 
words  and  expressions  are  in  this  one;  how  difficult  and  unnatural  the 
words  in  that ! 


154 


FOURTH  READER. 


II.  Lbv'-eled  (or  levelled),  in-erM'-i-ble,  dll'-i-genge,  neigh'-bor 
(na'-),  tSr'-ri-ble,  per-geived',  siege,  seize,  prey  (difference  from  pray), 
-ebn'-quer-or  (konk'er-ur),  peage'-a-ble  (why  e retained  before  able  ? 
compare  chan^able),  ap-proach',  blue. 

III.  What  does  im  mean  in  impatience  ? — dis  in  disengage  ? 

IV.  Fatal  broom,  invade,  demolish,  antagonist,  cobweb  (cob,  a word 
meaning  spider ),  precarious,  subsisted,  fortification,  vigor,  repulsed,  daunted. 

V.  What  style  is  best  adapted  to  the  science  of  natural  history  ? (De- 
scription or  narration ; not  a dramatic  style,  for  that  would  distract  atten- 
tion from  the  details  which  ought  to  be  observed.) 


LVI.— THE  OLD  CLOCK  ON  THE  STAIRS. 

1.  Somewhat  back  from  the  village  street 
Stands  the  old-fashioned  country-seat ; 
Across  its  antique  portico 

Tall  poplar-trees  their  shadows  throw ; 
And  from  its  station  in  the  hall 
An  ancient  time-piece  says  to  all : 

“ For  ever — never  ! 

Never — for  ever  ! ” 

2.  Half-way  np  the  stairs  it  stands, 

And  points  and  beckons  with  its  hands., 
From  its  case  of  massive  oak, 

Like  a monk,  who,  under  his  cloak, 
Crosses  himself,  and  sighs,  alas ! 

"With  sorrowful  voice  to  all  who  pass : 

“ For  ever — never  ! 

Never — for  ever  ! ” 

3.  By  day  its  voice  is  low  and  light ; 

But  in  the  silent  dead  of  night, 

Distinct  as  a passing  footstep’s  fall, 

It  echoes  along  the  vacant  hall, 


FOURTH  READER . 


185 


Along  the  ceilingj  along  the  floor, 

And  seems  to  say,  at  each  chamber-door: 

“ For  ever — never ! 

Never — for  ever  ! ” 

4.  Through  days  of  sorrow  and  of  mirth, 

Through  days  of  death  and  days  of  birth, 
Through  every  swift  vicissitude 

Of  changeful  time,  unchanged  it  has  stood ; 
And  as  if,  like  God,  it  all  things  saw, 

It  calmly  repeats  those  words  of  awe : 

“ For  ever — never ! 

Never — for  ever  ! ” 

5.  In  that  mansion  used  to  be 
Free-hearted  hospitality : 

His  great  fires  up  the  chimney  roared ; 

The  stranger  feasted  at  his  board ; 

But,  like  the  skeleton  at  the  feast, 

That  warning  time-piece  never  ceased : 

“ For  ever — never ! 

Never — for  ever ! ” 

6.  There,  groups  of  merry  children  played ; 
There,  youths  and  maidens,  dreaming,  strayed. 
O precious  hours  ! O golden  prime, 

And  affluence  of  love  and  time ! 

Even  as  a miser  counts  his  gold, 

Those  hours  the  ancient  time-piece  told  : 

“ For  ever — never ! 

Never — for  ever  ! ” 

7.  From  that  chamber,  clothed  in  white, 

The  bride  came  forth  on  her  wedding-night ; 


1 86 


FOURTH  READER . 


There,  in  that  silent  room  below, 

The  dead  lay  in  his  shroud  of  snow ; 

And  in  the  hush  that  followed  the  prayer 
Was  heard  that  old  clock  on  the  stair  : 

“For  ever — never! 

Never — for  ever ! ” 

8.  All  are  scattered  now,  and  fled ; 

Some  are  married,  some  are  dead ; 

And  when  I ask,  with  throbs  of  pain, 

“ Ah  ! when  shall  they  all  meet  again, 

As  in  the  days  long  since  gone  by  ? ” 

The  ancient  time-piece  makes  reply : 

“For  ever — never ! 

Never — for  ever ! 55 

9.  Never  here — for  ever  there, 

Where  all  parting,  pain,  and  care, 

And  death,  and  time,  shall  disappear — 

For  ever  there,  but  never  here ! 

The  horologe  of  eternity 
Sayeth  this  incessantly : 

“ For  ever — never ! 

Never — for  ever ! ” 

H.  W.  Longfellow . 

V 

For  Preparation. — I.  See  Lesson  XLV.  (Does  this  perhaps  refer  to 

Longfellow’s  residence  ?) 

* 

II.  Stair§,  slgh§  (siz),  geil'-ing,  door,  ev'-er-y,  vi-£is'-si-tude, 
change'-a-ble  (why  ge  before  able?),  -ealm'-ly  (kam'-),  awe,  ceased, 
gone  (gon),  skel'- e-ton,  chim'-ney. 

III.  Why  is  a hyphen  used  in  “poplar-trees”?  Make  a list  of  ten 
name-words  in  this  piece  that  end  in  $ to  denote  more  than  one  (e.  g., 
trees,  shadows,  etc.).  What  do  the  marks  “ ” before  and  after  for  ever 
indicate  ? What  kind  of  a letter  must  be  used  at  the  beginning  of  the 
word  God ? Name  other  words  to  which  the  same  rule  will  apply.  What 


FOURTH  READER . 


1 67 


does  the  s mean  in  sighs,  beckons,  stands,  and  es  in  crosses  / Find  other 
words  to  illustrate  the  same  thing  (present  action).  From  it's  case : cor- 
rect this  phrase. 

IV.  Find  synonyms  for  affluence  (wealth,  abundance),  horologe,  man- 
sion, antique,  ancient,  vacant. 

V.  “ Skeleton  at  the  feast  ” (in  Egypt,  a skeleton  was  placed  at  the  table 
to  remind  all  of  death — death  being  the  chief  thought  of  the  ancient  Egyp- 
tian). Notice  the  kind  of  clock  implied : one  with  a long  case ; long  pen- 
dulum, and  consequent  slow  ticking  ; room  for  the  heavy  weights  to  descend 
for  a week  before  “ running  down  ” ; “ ancient  time-piece.”  Find  the  ac- 
cented syllables  in  the  first  stanza,  and  divide  it  into  feet,  marking  it  thus : 

Some'what  | back'  from  the  | vil  lage  | street' 

Stands'  the  old-  | fash'ioned  | coun'try-  | seat',”  etc. 


LVII. — GULLIVER  AMONG  THE  GIANTS. 

1.  It  was  about  twelve  at  noon,  and  a servant  brought 
in  dinner.  It  was  only  one  substantial  dish  of  meat  (fit 
for  the  plain  condition  of  a husbandman),  in  a dish  of 
about  four-and-twenty  feet  diameter.  The  company  con- 
sisted of  the  farmer  and  his  wife,  three  children,  and  an 
old  grandmother.  When  they  were  seated,  the  farmer 
placed  me  at  some  distance  from  him  on  the  table,  which 
was  thirty  feet  high  from  the  floor. 

2.  I was'  in  a terrible  fright,  and  kept  as  far  as  I could 
from  the  edge,  for  fear  of  falling.  The  wife  minced  a 
bit  of  meat,  then  crumbled  some  bread  on  a trencher, 
and  placed  it  before  me.  I made  her  a low  bow,  took 
out  my  knife  and  fork,  and  fell  to  eating,  which  gave  them 
exceeding  delight.  The  mistress  sent  her  maid  for  a 
small  dram-cup,  which  held  about  two  gallons,  and  filled 
it  with  drink. 

3.  I took  up  the  vessel  with  much  difficulty  in  both 
hands,  and  in  a most  respectful  manner  drank  to  her 


1S8 


FOURTH  READER . 


ladyship’s  health,  expressing  the  words  as  loudly  as  I 
could  in  English;  which  made  the  company  laugh  so 
heartily,  that  I was  almost  deafened  with  the  noise. 
This  liquor  tasted  like  a small  cider,  and  was  not  un- 
pleasant. 

4.  Then  the  master  made  me  a sign  to  come  to  his 
trenclier-side;  hut,  as  I walked  on  the  table,  being  in 
great  surprise  all  the  time,  as  the  indulgent  reader  will 
easily  conceive  and  excuse,  I happened  to  stumble  against 
a crust,  and  fell  flat  on  my  face,  but  received  no  hurt. 

5.  I got  up  immediately,  and,  observing  the  good 
people  to  be  in  much  concern,  I took  my  hat  (which  I 
held  under  my  arm,  out  of  good  manners),  and,  waving 
it  over  my  head,  gave  three  huzzas,  to  show  I had  re- 
ceived no  mischief  by  my  fall. 

6.  On  advancing  toward  my  master  (as  I shall  hence- 
forth call  him),  his  youngest  son,  who  sat  next  to  him, 
an  arch  boy  of  about  ten  years  old,  took  me  up  by  the 
legs,  and  held  me  so  high  in  the  air  that  I trembled  in 
every  limb  ; but  his  father  snatched  me  from  him,  and 
at  the  same  time  gave  him  such  a box  on  the  left  ear 
as  would  have  felled  a European  troop  of  horse  to  the 
earth,  and  ordered  him  to  be  taken  from  the  table. 

Y.  Being  afraid  the  boy  might  owe  me  a spite,  and 
well  remembering  how  mischievous  all  children  among 
us  naturally  are  to  sparrows,  rabbits,  young  kittens,  and 
puppy-dogs,  I fell  on  my  knees,  and,  pointing  to  the  boy, 
made  my  master  to  understand  as  well  as  I could  that  I 
desired  his  son  might  be  pardoned.  The  father  complied, 
and  the  lad  took  his  seat  again;  whereupon  I went  to  him 
and  kissed  his  hand,  which  my  master  took,  an<J  made 
him  stroke  me  gently  with  it. 


FOURTH  READER . 


159 


8.  In  the  midst  of  dinner,  my  mistress’s  favorite  cat 
leaped  into  her  lap.  I heard  a noise  behind  me  like  that 
of  a dozen  stocking-weavers  at  work ; and,  turning  my 
head,  I found  it  proceeded  from  the  purring  of  that  ani- 
mal, who  seemed  to  be  three  times  larger  than  an  ox,  as  I 
computed  by  the  view  of  her  head  and  one  of  her  paws, 
while  her  mistress  was  feeding  and  stroking  her. 

9.  The  fierceness  of  this  creature’s  countenance  alto- 
gether discomposed  me,  though  I stood  at  the  farther 
end  of  the  table,  above  fifty  feet  off,  and  though  my  mis- 
tress held  her  fast,  for  fear  she  might  give  a spring  and 
seize  me  in  her  talons.  But  it  happened  that  there  was 
no  danger,  for  the  cat  took  not  the  least  notice  of  me 

when  my  master  placed  me  within  three  yards  of  her. 

♦ 

10.  As  I have  been  always  told,  and  found  true  by 
experience  in  my  travels,  that  flying,  or  discovering  fear 
before  a fierce  animal,  is  a certain  way  to  make  it  pursue 
or  attack  you,  so  I resolved,  in  this  dangerous  juncture, 
to  show  no  manner  of  concern. 

11.  I walked  with  intrepidity  five  or  six  times  before 
the  very  head  of  the  cat,  and  came  within  half  a yard  of 
her ; whereupon  she  drew  herself  back,  as  if  she  were 
afraid  of  me.  I had  less  apprehension  concerning  the 
dogs,  whereof  three  or  four  came  into  the  room — as  it 
is  usual  in  farmers’  houses — one  of  which  was  a mastiff, 
equal  in  bulk  to  four  elephants,  and  a greyhound  some- 
what taller  than  the  mastiff,  but  not  so  large. 

Dean  Swift. 

For  Preparation. — I.  From  “ The  Voyage  to  Brobdingnag.”  Two 
months  after  Gulliver  escaped  from  Lilliput  and  reached  home,  he  goes 
to  sea  again,  and,  being  driven  by  storm  to  the  northeast  of  Asia,  comes 
to  an  island  inhabited  by  giants,  as  much  larger  than  men  as  men  are 
larger  than  Lilliputians.  He  is  left  on  this  island,  and  wanders  into  a field 


160 


FOURTH  READER. 


of  barley,  the  stalks  of  which  are  forty  feet  high.  He  is  found  by  one  of 
the  reapers,  and  is  carried  home  by  the  farmer,  who  places  him  on  the 
table  at  dinner,  as  described  in  the  piece. 

II.  Ter'-ri-ble,  fright  (frit),  knife  (nif),  deaf'-ened  (defnd),  mis'- 
cliief  (-chif). 

III.  Correct : “ The  company  was  the  farmer  and  his  wive,  three  childs, 
and  an  old  grandmothers  ” ; — “ Me  keeped  away  from  the  edge  of  table  ” ; — 
“ I took  two  knifes  ” ; — “ His  son  set  next  to  him.”  What  is  the  difference 
between  “ three  times  larger  than  an  ox  ” and  “ three  times  as  large  as  an 
ox”? 

IV.  Substantial,  husbandman  (farmer),  trencher  (wooden  plate),  small 
cider  (not  strong),  “ in  great  surprise  ” (filled  with  wonder),  indulgent,  “ in 
much  concern”  (fearful  that  I was  hurt),  “an  arch  boy,”  pardoned,  com- 
plied, computed  (reckoned  or  estimated,  judging  of  her  entire  size  by  what 
he  could  see  of  her),  discomposed  (made  me  uneasy),  talons  (do  we  apply  the 
name  talons  to  the  claws  of  eats,  or  only  to  those  of  birds  ?),  “ discovering 
fear”  (showing  fear),  juncture  (occasion),  intrepidity,  apprehension. 

V.  Write  out  the  last  three  paragraphs,  using  your  own  language.  (If 
you  read  the  whole  story,  you  will  see  how  absurd  some  of  man’s  political 
arrangements  seem,  when  you  look  at  them  from  the  point  of  view  of  a 
giant — e.  g.,  man’s  customs  in  regard  to  war,  etc.). 


LVIII. — THE  COMPOUND  SLIDES. 

The  union  of  the  simple  rising  and  falling  slides  forms 
the  “ compound  slide.”  If  the  voice  falls  first  and  rises 
last,  it  is  called  the  “ rising  compound”  slide,  and  is 
marked  thus  (v).  If  the  voice  rises  first  and  falls  last,  it 
is  called  the  “ falling  compound  ” slide,  and  is  marked 
thus  ( A ). 

EXAMPLES. 

If  a friend  says,  “ Do  you  like'  this  work  ? ” you  an- 
swer, when  you  speak  sincerely,  with  the  straight  slides, 
“ Yes',  very  much' ; it  is  fine' ! — charming' ! ” 

But  if  you  wish  to  make  sport  of  it,  or  to  be  sarcastic , 
you  say,  “ Ohv  ! it  is  finerv  than  I expectedv  of  you  ” 


FOURTH  READER. 


161 


“ Now,  haven’ tA  you  made  a niceA  piece  of  work  of  it ! 
You’re  a fine*  workman' ! You  deserve  a prizeA  ! ” 

Irony  (saying  one  thing  with  the  words,  and  another 
quite  opposite  thing  with  the  voice)  is  a kind  of  double 
speaking,  and  therefore  requires  the  double  or  compound 
slides.  So  does  punning,  which  plays  on  the  double 
meaning  of  words. 

“ To  charm  the  fish  he  never  spoke, 

Although  his  voice  was  fine ; 

He  found  the  most  convenient  way 
Was  just  to  drop -a -line*  I 

“ Truly,  sir,  all'  that  I live  by  is  with  the  awV .” 

Sir  Peter  Teazle — “Very  well,  ma’am,  very  well! 
So  a husband  is  to  have  no  influence — no  authority ! ” 

Lady  Teazle — “ Authority' ? iW>A,  to  be  sure!  If 
you  wanted  authority'  over  me,  you  should  have  adopted* 
me,  and  not  married*  me ; I am  sure  you  were  oldA 
enough.” 

In  the  last  example  Lady  Teazle  is  ridiculing  the 
idea  of  authority.  Hence  the  use  of  the  compound 
slides. 

“ SCORN”  AND  “ SURPRISE.” 

“ I give  you  a hundred  dollars'.”  There  are  few  per- 
sons so  dull  of  ear  or  sense  as  not  to  know  the  difference 
between  this  positive  assertion,  which  the  simple  falling 
slide  gives,  that  they  are  to  have  a gift  of  a hundred  dol- 
lars, and  the  scornful  surprise,  which  the  rising  com- 
pound slide  gives,  that  they  are  foolish  enough  to  expect 
it : “I  give'  you?  a hundred?  dollars'  ? ” Thus  we  see 
that  the  sense  and  spirit  of  what  is  read  often  depend 
11 


162 


FOURTH  READER. 


more  on  the  tones  of  the  voice  for  their  expression  than 
on  the  words. 

If  we  now  generalize  this  lesson,  we  have  for  the  use 
of  simple  and  compound  slides  these  suggestive  princip' 


les : 


Sincere,  honest,  simple  ideas  should  be  read  w: 

THE  “ SIMPLE  SLIDES.” 

Jesting,  sarcasm,  ridicule,  scorn,  irony,  etc.,  should 

BE  READ  WITH  THE  “ COMPOUND  SLIDES.” 


UX.— SUMMER  WIND. 

1.  It  is  a sultry  day ; the  sun  has  drink 
The  dew  that  lay  upon  the  morning  grass ; 

There  is  no  rustling  in  the  lofty  elm 
That  canopies  my  dwelling,  and  its  shade 
Scarce  cools  me. 

2.  All  is  silent  save  the  faint 
And  interrupted  murmur  of  the  bee, 

Settling  on  the  thick  flowers|a|d  then  again 
Instantly  on  the  wing. 

3.  The  plants  around 
Feel  the  too  potent  fervors ; the  tall  maize 
Rolls  up  its  long,  green  leaves ; the  clover  droops 
Its  tender  foliage,  and  declines  its  blooms. 

But  far  in  the  fier^  sunshine  tower  the  hills, 
With  all  the  growtn  of  woods,  silent  and  stern, 
As  if  the  scorching  heat  and  dazzling  light 
Were  but  an  element  they  loved. 

4.  Bright  clouds, 
Motionless  pillars  of  the  brazen  heaven — 


FOURTH  READER . 


163 


Their  bases  on  the  mountains,  their  white  tops 
Shining  in  the  far  ether— -fire  the  air 
With  a reflected  radiance,  and  make  turn 
The  gazer’s  eyes  away. 

5.  For  me,  I lie 
Languidly  in  the  shade,  where  the  thick  turf, 

Yet  virgin  from  the  kisses  of  the  sun, 

Retains  some  freshness,  and  I woo  the  wind 
That  still  delays  its  coming. 

6.  Why  so  slow, 

Gentle  and  voluble  spirit  of  the  air  ? 

Oh,  come  and  breathe  upon  the  fainting  earth 
Coolness  and  life ! 

7.  Is  it  that  in  his  caves 
He  hears  me  ? See,  on  yonder  woody  ridge, 

The  pine  is  bending  his  proud  top,  and  now, 
Among  the  nearer  groves,  chestnut  and  oak 

Are  tossing  their  green  boughs  about.  He  comes ! 
Lo ! where  the  grassy  meadow  runs  in  waves ! 

The  deep,  distressful  silence  of  the  scene 
Breaks  up  with  mingling  of  unnumbered  sounds 
And  universal  motion. 

8.  He  is  come, 

Shaking  a shower  of  blossoms  from  the  shrubs, 
And  bearing  on  their  fragrance ; and  he  brings 
Music  of  birds,  and  rustling  of  young  boughs, 

And  sound  of  swaying  branches,  and  the  voice 
Of  distant  waterfalls. 

9.  All  the  green  herbs 
Are  stirring  in  his  breath ; a thousand  flowers, 


164 


FOURTH  READER. 


By  tlie  road-side  and  the  borders  of  the  brook, 
Nod  gayly  to  each  other ; glossy  leaves 
Are  twinkling  in  the  sun,  as  if  the  dew 
Were  on  them  yet ; and  silver  waters  break 
Into  small  waves  and  sparkle  as  he  comes. 

William  Cullen  Bryant. 


For  Preparation. — I.  Who  is  the  author  of  this  piece  ? Did  he  not 
live  in  the  city  ? Who  describe  country  scenery  best : those  who  live  in  the 
country  constantly,  or  those  who  come  from  the  city  to  visit  the  country  ? 
Compare  this  with  Lesson  XXXIX.  in  regard  to  season  described,  tone 
of  sadness  or  of  joy,  and  in  regard  to  the  images  of  nature  called  up. 

II.  Copy,  with  diacritical  marks,  the  following  words,  dividing 
them  into  syllables,  indicating  the  accent,  and  explaining  peculiari- 
ties of  spelling,  as  in  Lesson  XXXI Y. : Maize  ( ai  for  a),  daz'-zling 
(zz),  h&av'-en  (hev'n)  ( ea  for  e ),  fierce  ( ie  for  e),  eye  (i),  breathe,  chest- 
nut (silent  £),  oak,  bough§  (bouz),  mead'-ow§  ( ea  for  e and  ow  for  d), 
sgene  (sc  for  $),  blos'-som§,  gay'-ly  (written  also  gaily ),  sway'-ing 
(< ay  before  i). 

III.  Explain  the  change  from  canopy  to  canopies; — the ’s  in  gazer’s; — 
the  s in  waves ; — the  hyphen  in  road-side,  and  not  in  waterfalls ; — the  mean- 
ing of  un  in  ^numbered  ; — of  ful  in  distress/W. 

IV.  Define  or  give  synonyms  for  potent,  fervors  (too  potent  fervors = 
too  powerful  heat),  foliage,  canopies,  ether,  radiance,  languidly,  voluble, 
blooms  (blossoms),  as  they  are  used  in  the  poem. 

V.  How  do  you  distinguish  poetry  from  prose  ? (By  its  rhythm,  or  reg- 
ular succession  of  feet,  each  foot  being  composed  of  accented  and  unac- 
cented syllables.  “ It  is'  a sul'- try  day';  the  sun  has  drunk' ,”  etc. : here 
thfjre  are  five  feet  to  each  line,  and  each  foot  has  two  syllables,  one 
accented  and  one  unaccented.)  Point  out  the  feet  of  the  third  and 
fourth  lines.  (Besides  the  rhythm  of  a poem,  there  is  also  requisite  a 
peculiar  style  of  expression.  Inanimate  or  lifeless  things  are  conceived 
and  described  as  living  and  acting  like  persons  [personification] ; and 
persons,  on  the  other  hand,  are  compared  with  things  and  natural  forces 
[metaphor]  ; things  are  likewise  compared  with  other  things,  as,  in  section 
4,  “ bright  clouds  ” are  called  “ motionless  pillars.”  Thus,  the  poet  finds 
similarity  or  likeness  of  things  to  persons,  and  of  things  to  things.  He 
looks  upon  the  world  as  filled  with  resemblances— one  thing  reflecting 


* 


% • 


» 


Daniel  Boone  and  his  brother  in  their  winter  cottage. 


FOURTH  READER. 


165 


another,  somewhat  as  a mirror  reflects  the  objects  before  it.  But  rhythm, 
or  meter,  and  personification  and  metaphor,  are  only  the  materials  out  of 
which  poetry  is  made,  just  as  a temple  is  made  of  hewn  stone.  There  is 
a central  thought  in  a poem,  and  these  materials  are  used  for  its  expres- 
sion, just  as  the  hewn  stone  is  used  to  fill  up  and  make  solid  the  outlines 
of  the  temple.  The  central  thought  or  subject  of  this  poem  is  the  summer 
wind — the  suffering  condition  of  animals  and  plants  without  it,  and  the 
refreshment  of  all  upon  its  arrival.)  “The  sun  has  drunk”  (section  1) — 
in  what  sense  does  the  sun  drink  the  dew  ? Point  out  the  objects  per- 
sonified in  sections  6 to  9,  and  name  the  words  which  indicate  the  personifi- 
cation (as  “ his,”  of  pine,  section  7 ; “ voice  ” of  waterfalls,  section  8). 
Why  “ sick  ” flowers  ? (section  3.)  Why  “ brazen  ” heavens  ? (section  4.) 

Bryant’s  poetry  is  noted  for  the  freshness  and  reality  of  its  treatment  of 
nature.  Select  the  passage  which  you  think  to  be  most  true  to  nature  ; — 
the  passage  which  you  think  to  be  the  best  poetry. 


LX.— DANIEL  BOONE. 

1.  The  most  remarkable  of  all  the  attempts  to  people 
the  Western  country,  during  the  period  just  preceding 
the  Revolutionary  War,  was  made  by  Colonel  Daniel 
Boone,  of  North  Carolina.  He  was  a great  hunter,  and 
had  rambled  in  the  forests  of  the  “ mighty  West”  sev- 
eral years  before  he  ventured,  in  defiance  of  wild  beasts 
and  still  wilder  men,  to  take  up  his  residence  there. 

2.  lie  first  left  home,  in  company  with  six  other  ad- 
venturers, in  1769.  Kentucky  was  found  to  be  a fine 
place  for  hunting  the  buffalo.  At  length  he  and  a com- 
panion of  the  name  of  Stuart  were  taken  prisoners  by 
the  Indians.  They  escaped,  and  found  their  way  back 
to  their  camp ; but  it  had  been  plundered,  and  the  rest  of 
the  company  w'ere  dispersed. 

3.  Soon  after  this  his  brother  and  one  other  man 
joined  him,  so  that  the  company  was  increased  to  four. 


166 


FOURTH  READER. 


Stuart  was  soon  after  killed  by  the  Indians,  and  the  other 
man  by  wolves,  so  that  Boone  and  his  brother  alone  re- 
mained. They,  however,  built  themselves  a cottage  of 
poles  and  bark,  and  wintered  there. 

4.  In  May,  1770,  the  brother  of  Boone  returned  to 
North  Carolina,  in  order  to  procure  a recruit  of  horses 
and  ammunition,  leaving  him  entirely  alone,  and,  as  he 
himself  says,  “ without  bread,  salt,  or  sugar,  or  even  a 
horse  or  a dog.”  The  preceding  winter,  in  one  of  his 
rambles,  he  narrowly  escaped  the  savages.  But  he  was 
one  of  those  men  who,  like  Washington,  seem  spared  for 
special  purposes. 

5.  His  brother  returned  to  him  late  in  July,  and  they 
spent  the  rest  of  the  year  and  the  following  winter  there. 
During  this  time  they  discovered  and  gave  names  to  the 
principal  rivers  of  the  country.  The  whole  region  seemed 
to  them  a paradise,  and  in  March,  1771,  they  returned 
home  to  bring  their  families  with  them. 

6.  In  September,  1773,  they  set  out  for  Kentucky. 
Five  other  families  had,  by  their  representations,  been 
induced  to  join  them.  Forty  men  also  joined  them  at 
Po well’s  Ferry,  on  the  road.  Soon  after  this  they  were 
attacked  by  the  Indians,  and  six  of  the  party  slain,  among 
whom  was  Boone’s  eldest  son.  Their  cattle  also  were 
scattered. 

7.  They  retreated  forty  miles  to  a settlement  on  Clinch 
River,  where  they  left  their  families.  From  this  time, 
for  nearly  two  years,  Boone  was  employed  in  surveying 
the  country,  and  in  building  roads  and  forts.  Among  the 
rest,  they  built  a fort  at  a place  which  they  called  Boones- 
borough.  He  removed  his  family  to  the  fort  in  June* 
1775>  about  the  time  of  the  battle  of  Lexington* 


FOURTH  READER . 


167 


8.  This  is  supposed  to  have  been  the  first  permanent 
settlement  in  Kentucky — then  a part  of  Virginia — though 
two  others  were  made  not  far  from  the  same  time.  The 
wife  and  daughter  of  Colonel  Boone  were,  as  he  says,  the 
first  white  women  that  ever  stood  on  the  banks  of  Ken- 
tucky River. 

9.  But  this  settlement  was  not  made  without  great 
peril.  Several  times  did  the  Indians  attack  Boone’s  party 
during  the  journey  from  Clinch  River  to  Boonesborougli. 
Five  of  the  company  were  killed,  and  as  many  wounded. 
Others  were  slain  after  their  arrival.  The  daughter  of 
Boone  was  even  carried  off  by  the  savages  in  1776,  but 
her  father  recovered  her. 

10.  The  whole  life  of  this  father  of  Kentucky  is  event- 
ful and  interesting.  We  can  only  add  here,  that  lie  re- 
mained in  his  favorite  State,  though  often  much  exposed 
and  once  taken  prisoner,  till  1798,  when  he  removed, 
with  a large  train  of  relatives  and  friends,  to  Missouri, 
where  he  spent  his  days  in  hunting  and  trapping.  He 
died  in  1822,  at  the  age  of  eighty-five.  & g.  Goodrich. 


For  Preparation. — I.  Explain  what  is  alluded  to  by  “ Revolutionary 
War”(l); — “battle  of  Lexington”  (7)  (Bunker  Hill  is  meant).  Daniel 
Boone  was  born  February  11,  1735,  in  Bucks  County,  Pennsylvania,  north 
of  Philadelphia.  Locate  on  the  map  Boone’s  birthplace; — the  Yadkin 
River,  S.  C.  (whither  he  went  in  1753); — Clinch,  Powell’s,  and  Kentucky 
Rivers  (and  tell  into  what  each  flows) ; — Boonesborough  (eighteen  miles 
southeast  of  Lexington,  Ky.) ; — also  Booneville  and  the  Femme  Osage  River, 
Missouri  (whither  he  removed).  Stuart  (spelled  Stewart  elsewhere). 

II.  Indicate  spelling  and  pronunciation  (by  diacritical  marks, 
as  in  Lesson  XXXIY.)  of  the  following  words,  and  explain  their* 
peculiarities:  Re-eruit'  ( ui  for  ^),  whole  (hoi),  at-tacked'  (not  at- 
tackted),  daugh'-ter  (daw'-),  prig'-on-er  (priz'n-er),  -colonel  (kfir'-nel), 
re-moved'.  (Besides  unusual  combinations  of  vowels  and  consonants 
to  represent  elementary  sounds,  e.  g.,  eo  for  e in  people,  sc  for  8 


168 


FOURTH  READER. 


in  scene,  or  silent  letters,  there  are  short  and  obscure  vowel-sounds 
in  unaccented  syllables,  which  render  it  difficult  to  tell  whether  the 
vowel  should  be  £,  0,  or  u:  Z is  represented  by  y,  ui,  u , ei,  0,  00 , t*0, 

0,  ai,  0i ; 6 by  0a,  ce,  a , 0i,  00,  4*0,  W0 ; w by  0,  0^,  00,  00.) 

III.  “Mighty  West” — explain  capital  and  quotation-marks;  eldest — 
explain  est.  In  section  9,  change  the  place  of  the  word  even , and  notice  the 
effect  on  the  meaning  of  the  sentence  (place  it  successively  after  daughter, 
Boone,  off,  savages). 

IV.  Define  and  substitute  synonyms  or  phrases  of  your  own  for  defiance, 
residence  (1),  ammunition  (4),  paradise  (5),  surveying  (7),  permanent  (8), 
favorite,  trapping  (9). 

V.  Why  is  the  life  of  Boone  said  to  be  “ eventful  and  interesting  ” ? (10.) 
Select  the  two  most  interesting  events  mentioned  in  the  lesson.  Contrast 
these  with  others  mentioned,  and  give  reasons  for  your  choice. 


LXI.— AFTERNOON  IN  FEBRUARY. 

1.  The  day  is  ending, 

The  night  is  descending ; 

The  marsh  is  frozen, 

The  river  dead. 

2.  Through  clouds  like  ashes, 

The  red  sun  flashes 

On  village  windows 
That  glimmer  red. 

3.  The  snow  recommences ; 

The  buried  fences 
Mark  no  longer 

The  road  o’er  the  plain ; 

4.  While  through  the  meadows, 
Like  fearful  shadows, 

Slowly  passes 

A funeral  train. 


FOURTH  READER. 


169 


5.  The  bell  is  pealing, 

And  every  feeling 
Within  me  responds 

To  the  dismal  knell. 

6.  Shadows  are  trailing, 

My  heart  is  bewailing 
And  tolling  within 

Like  a funeral  bell. 

H.  W.  Longfellow. 


For  Preparation. — I.  What  pieces  of  this  author  have  you  read  be- 
fore? (Lessons  XXVI.,  XXXIII.,  XLV.,  LVI.) 

II.  De-s^end'-mg,  vil'-lage,  glim'-mer,  mead'-ow§,  dig'-mal,  knell 

(nel). 

III.  What  force  has  er  in  longer? — es  in  ashes? — es  in  passes? — en  in 
frozen  ? 

IV.  Trailing,  responds,  bewailing. 

V.  “ The  river  dead  ” — why  does  it  seem  dead  ? (frozen.)  Note  the 
description  of  outward  nature  (all  wintry,  gloomy,  and  forlorn),  and  the 
correspondence  of  the  world  without  to  the  internal  feelings  of  the  heart, 
as  stated  in  the  last  stanza.  Compare  the  composition  of  the  above  piece, 
in  this  respect,  with  that  of  Lesson  XXXIII. 


LXII.— THE  SOLDIER’S  REPRIEVE. 

EXAMPLE  OF  NOBLE  PATHOS  AND  TENDERNESS. 

PART  I. 

“ I thought,  Mr.  Allan,  when  I gave  my  Bennie ' to  his 
country , that  not  a father  in.  all  this  broad  land'  made  so 
precious'  a gift — no,  not  one' . The  dear  hoy  only  slept  a 
minute',  just  one  little  minute' , at  his  post'.  I hiow ' that 
was  all,  for  Bennie  never  dozed'  over  a duty' . IIow 
prompt ' and  reliable ' he  was ! I know'  he  only  slept 


170 


FOURTH  READER . 


one  little  second ' ; — lie  was  so  young',  and  not  strong',  that 
boy  of  mine  ! Why,  he  was  as  tali'  as  /',  and  only  eigh- 
teen' ! And  now  they  shoot'  him — because  he  was  found 
asleep'  when  doing  sentinel'- duty.  ‘ Twenty-four  hours',’ 
the  telegram  said  . Only  twenty-four  hours'  ! W-h-e-r-e 
i-s'  Bennie  n-o-w'  ? ” 

“ We  will  hope,  with  his  Heavenly'  Father ,”  said 
Mr.  Allan,  soothingly. 

“ Yes,  yes' ; let  us  hope'.  God ' is  very  merciful' ! 
‘ I should  be  ashamed , father,’  Bennie  said,  ‘ when  I am 
a man,  to  think  I never  used  this  great  right  arm ’ (and 
he  held  it  out  so  proudly  before  me")  ‘ for  my  country', 
when  it  needed'  it.  P-a-l-sy'  it,  rather  than  keep  it  at 
th eplow’.’  ‘ Go',  then — go',  my  boy,’  I said,  ‘and  God 
Jceep'  you ! ’ God  has'  kept  him,  I think",  Mr.  Allan.” 

“ Like  the  apple  of  his  eye',  Mr.  Owen ; doubt  it  not' A 

Little  Blossom'  sat  near  them,  listening,  with  blanched 
cheek.  She  had  not  shed  a tear.  Her  anxiety  had  been 
so  concealed  that  no  one  had  noticed'  it.  Now  she  an- 
swered a gentle  tap  at  the  kitchen  door,  opening  it  to 
receive  a letter'  from  a neighbor’s  hand.  “It  is  from 
him',”  was  all  she  said. 

It  was  like  a message  from  the  dead'  ! Mr.  Owen 
took  the  letter,  but  could  not  break  the  envelope  on  ac- 
count of  his  trembling  fingers,  and  held  it  toward  Mr. 
Allan',  with  the  helplessness  of  a child'. 

The  minister  opened  it,  and  read  as  follows 

“ Dear  Father'  : When  this  reaches  you  — I- — shall 
—-be  in — eternity'.  At  first"  it  seemed  a-wful'  to  me ; 
but  I have  thought  about  it  so  much  now’ , that  it  has  no 
terror They  say  they  will  not  bind  me  nor  blind  me, 
but  that  I may  meet  my  death  like  a man'.  I thought, 


FOURTH  READER. 


171 


father , it  might  have  been  on  the  battle-field  for  my 
country ',  and  that,  when  I fell",  it  would  be  f-i-g-h-t-ing 
g-l-o-r-i-ously' y but  to  be  shot  down  like  a dog'  for  nearly 
betraying ' it — to  die  for  neglect'-  of  - duty ! — oh , father  , 
I wonder  the  very  thought ' does  not  kill ' me  ! But  I 
shall  not  disgrace  you '.  I am  going  to  write  you  all 
about'  it ; and,  when  I-  am  - gone , you  may  my 
rades\  I can  not  now '.  You  know  I promised  Jimmie 
Carr’s'  mother'  I would  look ' after  her  boy ; and,  when 
he  fell  sick',  I did  all  I could ' for  him.  He  was  not 
strong  when  ordered  back  into  the  ranks,  and  the  day 
before  that  night  I carried  all  ins'  luggage,  besides  my 
own,  on  our  march.  Toward  night  we  went  in  on  double - 
quick',  and  though  the  luggage  began  to  feel  very  heavy' , 
everybody  else'  was  tired  too'.  And  as  for  Jimmie  , if  I 
had  not  lent  him  an  arm'  now  and  then,  he  would  have 
dropped'  by  the  way'.  I was  all -tired -out'  when  we 
went  into  camp,  and  then  it  was  Jimmie's ' turn  to  be 
sentry ',  and  I' -would -take  -his -place' ; but  I was  too 
tired',  father.  I could  not  have  kept  awake'  if  a gun ' 
had  been  pointed  at  my  head ; but  I did  not  know  it 
until " — well — until- it -was  too  late'.” 

“God  be  thanked'!”  said  Mr.  Owen.  “I  knew' 
Bennie  was  not  the  boy  to  sleep'  carelessly  at  his  post'.” 

“ They  tell  me,  to-day,  that  I have  a short  reprieve' — • 
‘ time  to  write  to  you']  our  good  colonel  says.  Forgive' 
him,  father" ; he  only  does  his  duty ; he  would  gladly 
Save  me  if  he  could'.  And  do  not  lay  my  death  up 
against  Jimmie '.  The  poor  boy  is  broken-hearted' , and 
does  nothing  but  beg -and -entreat  tlifem  to  let  h-i-m'  die 
in  m-y  stead. 

“ I can’t  bear  to  think  of  mother'  and  Blossom' . Com- 
for^s  them,  father!  Tell  them  I die  as  a brave'  boy 


172 


FOURTH  READER. 


should,  and  that,  when  the  war  is  over,  they  will  not  he 
ashamed)  of  me,  as  they  must  be  now'.  God  help'  me ; 
it  is'  very  hard ' to  hear ! Good-by',  father  ! God'  seems 
near ' and  dear ' to  me,  as  if  he  felt  sorry'  for  his  poor, 
broken-hearted  child',  and  would  take  me  to  be  with  him ' 
— in  a better ',  better'  life. 

“ To-night  I shall  see  the  cows'  all  coming  home  from 
pasture',  and  precious  little  Blossom'  standing  on  the 
back  stoop,  waiting'  for  me  ; but — I — shall  never- — 
never’ — come'  ! God'  bless'  you  all ! Forgive ' your 
poor  Bennie'.” 

part  II. 

Late  that  night  a little  figure  glided  down  the  foot- 
path toward  the  Mill  Depot'.  The  conductor,  as  he 
reached  down  to  lift  her  into  the  cak,  wondered ' at  the 
tear-stained  face  that  was  upturned  toward  the  dim  lan- 
tern' he  held  in  his  hand. 

A few  questions  and  ready  answers  told  him  air*  and 
no  father ' could  have  cared  more  tenderly  for  his  only 
child ',  than  he  for  our  little  Blossom '.  She  was  on  her 
way  to  Washington',  to  ask  President  Lincoln'  for  her 
brother's  life'.  She  had  brought  Bennie’s  letter'  with 
her;  no  good , kind  heart,  like  the  President's , could 
refitse  to  be  melted ' by  it. 

The  next  morning  they  reached  New  York',  and  the 
conductor  hurried  her  on  to  Washington'.  Every  min- 
ute', now,  might  be  the  means  of  saving ' her  brother's  life'. 

The  President  had  but  just  seated  himself  to  his 
evening’s  task’,  when  the  door  softly  opened-,  and  Blos- 
som',  with  downcast  eyes  and  folded  hands,  stood  before 
him. 


FOURTH  READER . 


173 


“Well',  my  child/,”  he  said,  in  his  pleasant,  cheerful 
tones,  “ what  do  you'  want  ? ” 

“ Bennie's  life',  p-l-e-a-s-e',  sir,”  faltered  Blossom. 

“ Bennie'  ! Who  is'  Bennie  ? ” 

“ My  "brother',  sir.  They  are  going  to  shoot'  him  for 
sleeping'  at  his  post'? 

“ Oh,  yes' ; I remember.  It  was  a fatal'  sleep.  Yon 
see,  child,  it  was  a time  of  special  danger '.  Thousands' 
of  lives  might  have  been  lost  by  his  negligence' .” 

“ So  my  father'  said,”  replied  Blossom,  gravely.  “ But 
poor  - Bennie  was  s-o  - t-i-r-e-d',  sir,  and.  Jimmie  so  weak'. 
He  did  the  work  of  two',  sir,  and  it  was  Jimmie* s'  night, 
not  his;  but  Jimmie  was  too  tired',  and  Bennie  never 
thought  about  himself , that  iie'  was  tired  too'  P 

66  What  is  this  you  say' , child  ? Come  here' ; I do 
not  understand'.”  And  the  kind  man,  as  ever,  caught 
eagerly  at  what  seemed  to  be  a justification'  of  an  offense. 

Blossom  went  to  him.  lie  put  his  hand  tenderly  on 
her  shoulder,  and  turned  up  the  pale,  anxious  face  toward 
his'.  How  tali'  he  seemed  ! And  he  was  President 
of  the  United  States',  too  ! A dim  thought  of  this  kind 
passed  for  a moment  through  Blossom’s  mind’ ; but  she 
told  her  simple,  straightforward  story',  and  handed  Ben- 
nie’s letter'  to  Mr.  Lincoln  to  read. 

He  read  it  carefully'  ; then,  taking  up  his  pen,  wrote 
a few  hasty  lines  and  rang  his  bell.  Blossom  heard  this 
order'  given  : u Send  this  dispatch  at  once'.” 

The  President  then  turned  to  the  girl,  and  said  : u Go 
home',  my  child,  and  tell  that  father'  of  yours,  who  could 
approve  his  country* s sentence,  even  when  it  took  the  life 
of  a child  like  that",  that  Abraham  Lincoln  thinks  the  life 


174 


FOURTH  READER. 


far  too  precious'  to  be  lost.  Go  back',  or — wait  until  to- 
morrow' ; Bennie ' will  need  a change  after  he  has  so 
bravely  faced  death ' ; he ' shall  go  with > you.” 

“ God  bless'  you,  sir  ! ” said  Blossom. 

Two  days  after  this  interview,  the  young  soldier'  came 
to  the  White  House  with  his  little  sister\  He  was  called 
into  the  President’s  private  room,  and  a straf  fastened 
upon  his  shoulder.  Mr.  Lincoln  then  said : “ The  soldier 
that  could  carry  a sick  comrade's  baggage , and'  die'  for  the 
act  so  uncomplainingly,  deserves  well'  of  his  country" .” 

Then  Bennie  and  Blossom  took  their  way  to  their 
Green  - Mountain  - home\  A crowd ' gathered  at  the  Mill 
Depot  to  welcome ' them  back ; and,  as  Farmer  Owen's 
hand  grasped  that  of  his  boy,  tears'  flowed  down  his 
cheeks,  and  he  was  heard  to  say  fervently,  “ The  Lord' 

BE  PRAISED'  ! ” - ' Mrs.  R.  D.  C.  Robbins . 


LXIII. — THE  TALENTS. 

1.  The  kingdom  of  heaven  is  as  a man  traveling  into 
a far  country,  w7ho  called  his  own  servants,  and  delivered 
unto  them  his  goods.  And  unto  one  he  gave  five  talents, 
to  another  two,  and  to  another  one : to  every  man  ac- 
cording to  his  several  ability ; and  straightway  took  his 
journey. 

2.  Then  he  that  had  received  the  five  talents  went 
and  traded  with  the  same,  and  made  them  other  five  tal- 
ents. And  likewise  he  that  had  received  two,  he  also 
gained  other  two.  But  he  that  had  received  one  went 
and  digged  in  the  earth,  and  hid  his  lord’s  money. 

3.  After  a long  time  the  lord  of  those  servants  com- 
eth,  and  reckonetli  with  them.  And  so  he  that  had  re- 


FOURTH  READER. 


175 


ceived  five  talents  came  and  brought  other  five  talents, 
saying,  Lord,  thou  deliveredst  unto  me  five  talents : be- 
hold, I have  gained  beside  them  five  talents  more.  His 
lord  said  unto  him,  "Well  done,  thou  good  and  faithful 
servant ; thou  hast  been  faithful  over  a few  things,  I will 
make  thee  ruler  over  many  things  : enter  thou  into  the 
joy  of  thy  Lord. 

4.  He  also  that  had  received  two  talents  came  and 
said,  Lord,  thou  deliveredst  unto  me  two  talents : behold, 
I have  gained  two  other  talents  beside  them.  His  lord 
said  unto  him,  W ell  done,  good  and  faithful  servant ; 
thou  hast  been  faithful  over  a few  things,  I will  make 
thee  ruler  over  many  things : enter  thou  into  the  joy  of 
thy  lord. 

5.  Then  he  which  had  received  the  one  talent  came 
and  said,  Lord,  I knew  thee  that  thou  art  an  hard  man, 
reaping  where  thou  hast  not  sown,  and  gathering  where 
thou  hast  not  strewed  : and  I was  afraid,  and  went  and 
hid  thy  talent  in  the  earth.  Lo,  there  thou  hast  that  is 
thine. 

6.  His  lord  answered  and  said  unto  him,  Thou  wicked 
and  slothful  servant,  thou  knewest  that  I reap  where  I 
sowed  not,  and  gather  where  I have  not  strewed : thou 
ouglitest  therefore  to  have  put  my  money  to  the  ex- 
changers, and  then  at  my  coming  I should  have  received 
mine  own  with  usury.  Take  therefore  the  talent  from 
him,  and  give  it  unto  him  which  hath  ten  talents. 

Y.  For  unto  every  one  that  hath  shall  be  given,  and  he 
shall  have  abundance  : but  from  him  that  hath  not  shall 
be  taken  away  even  that  which  he  hath.  And  cast  ye 
the  unprofitable  servant  into  outer  darkness  : there  shall 
be  weeping  and  gnashing  of  teeth. 


Matthew , Chapter  XXV. 


176 


FOURTH  READER. 


For  Preparation. — I.  How  much,  in  our  money,  is  the  value  of  the 
talent  as  used  in  Judea  in  the  time  of  Christ?  ($1,645  to  $1,916.)  Our 
word  “ talent,”  as  meaning  mental  endowment,  is  derived  from  the  figura- 
tive application  made  in  this  parable.  All  words  relating  to  the  mind,  or  to 
what  is  spiritual,  are  derived  by  the  same  process  from  words  used  first  for 
material  things. 

II.  Gnasli'-ing  (nash'-),  straight'-way  (strat'-),  jollr'-ney,  brought 
(brawt),  afraid',  an'-swered  (-serd). 

III.  Likewise  (wise  meaning  manner,  or  guise , in  this  word,  as  also  in 
otherwise  and  lengthwise).  “ Sown  ” and  “ strewed  ” — what  two  ways  of 
indicating  past  time  or  completed  action,  illustrated  in  these  words  ? Note 
the  use  of  “ which ” (5  and  6),  referring  to  “ him”  and  “ he.”  What  word 
do  we  use  to  refer  to  persons  ? (who.)  Note  also  the  use  of  “that”  (“thou 
hast  that  is  thine  ”).  (The  style  of  the  Bible  is  that  of  good  English  of  the 
time  of  the  settlement  of  this  country  by  the  English — 1600  to  1630.)  Make 
a list  of  expressions  that  are  no  longer  used — e.  g.,  “ unto  one,”  “ straight' 
way  took,”  “he  that”  for  “he  who,”  “other  two,”  “cometh”  (eth  — s, 
denoting  .present  time  and  continued  action),  “ thou  deliveredst  ” ( st  to 
agree  with  thou\  “ behold,”  “ thee,”  “ mine  own,”  “an  hard,”  etc. 

IY.  Slothful,  unprofitable. 

Y.  What  figure  of  speech  is  used  in  the  parable  ? (The  allegory  is  a con- 
tinued metaphor , wherein  imaginary  events  are  told  as  though  they  were 
realities,  but  with  the  unexpressed  intention  that  a figurative  application 
shall  be  made  of  them.  The  parable  is  a continued  simile , the  figurative 
application  being  expressly  stated  : “ The  kingdom  of  heaven  is  as  [like]  a 
man  traveling,”  etc.)  Do  faculties  of  the  mind — memory,  attention,  power 
of  thought — all  increase  by  frequent  use  ? Does  one’s  character  improve 
by  repetition  of  good  acts  ? Can  wre  all  increase  the  “ talents  ” we  have, 
by  making  good  use  of  them  ? 


LXIV. — SOLDIER,  REST! 

1.  Soldier,  rest ! Thy  warfare  o’er, 

Sleep  the  sleep  that  knows  not  breaking  ; 
Dream  of  battled  fields  no  more, 

Days  of  danger,  nights  of  waking. 


FOURTH  READER . 


177 


2.  In  our  isle’s  enchanted  hall, 

Hands  unseen  thy  couch  are  strewing ; 

Fairy  strains  of  music  fall, 

Every  sense  in  slumber  dewing. 

3.  Soldier,  rest ! Thy  warfare  o’er, 

Dream  of  fighting  fields  no  more ; 

Sleep  the  sleep  that  knows  not  breaking, 

Morn  of  toil,  nor  night  of  waking. 

4.  No  rude  sound  shall  reach  thine  ear, 

Armor’s  clang,  or  war-steed  champing ; 
Trump  nor  pibroch  summon  here 

Mustering  clan,  or  squadron  tramping. 

5.  Yet  the  lark’s  shrill  fife  may  come, 

At  the  daybreak,  from  the  fallow, 

And  the  bittern  sound  his  drum, 

Booming  from  the  sedgy  shallow. 

6.  Ruder  sounds  shall  none  be  near ; 

Guards  nor  warders  challenge  here ; 

Here’s  no  war-steed’s  neigh  and  champing, 
Shouting  clans,  or  squadrons  stamping. 

Sir  Walter  Scott. 


For  Preparation. — I.  This  song  is  found  in  Scott’s  “ Lady  of  the  Lake,” 
and  is  sung  by  the  Lady  of  the  Lake  herself.  What  is  a bittern  ? — a lark  ? 
In  what  country  are  they  found  ? What  is  a plbro-eh,  and  where  used  ? 
(The  scene  of  this  piece  is  a beautiful  island  in  Loch  Katrine,  a lake  of 
Scotland  surrounded  by  woody  hills  ; on  the  south  are  Ben  Venue  and  jU)er- 
foyle,  on  the  east  Loch  Achray,  on  the  north  the  Trossachs,  Ben  Vdhlich, 
Uam-Var,  etc.  See  Lessons  XX.  and  XXII.:  the  lady  sings  for  the  hunts- 
man there  described,  who  is  lost,  and  has  wandered  to  this  island, 

13 


178 


FOURTH  READER. 


II.  War -fare,  break'-ing,  bit'-tern,  squad'-ron,  neigh  (na),  chal- 
lenge. 

III.  When  would  you  use  thy , and  when  thou?  (Note  the  use  of 
“ thy  ” and  “ thou,”  and  words  of  this  style,  in  modern  poetry  as  well  as  in 
old  English  prose.)  What  is  omitted  in  o'er?  Why  not  say  “ sleep  who 
knows  not,”  etc.,  instead  of  “ that  knows  not  ” ? Explain  ’s  in  isle’s,  ar- 
mor’s, lark’s,  here’s. 

IY.  “ Battled  fields,”  clang,  fallow  (uncultivated  land),  clan,  sedgy, 
champing. 

Y.  Contrast  the  first  and  second  stanzas : the  allusion  to  battle-scenes 
in  the  former,  and  the  quiet,  peaceful  surroundings  of  the  latter.  Make  the 
same  contrast  between  the  third  and  fourth  stanzas,  and  the  fifth  (the  lark’s 
fife  instead  of  the  soldier’s  fife,  and  the  bittern’s  drum  instead  of  the 
soldier’s  drum).  Note  the  difference  between  squadrons  (of  the  regular 
Scotch  army)  and  the  “ shouting  clans  ” (of  wild  mountaineers,  who  strove 
to  be  independent). 


LXV.— BENJAMIN  FRANKLIN. 

1.  One  of  the  Americans  who  rendered  the  greatest 
services  to  the  liberty  of  their  country  was  Dr.  Benjamin 
Franklin.  He  was  born  in  Boston  in  1706,  and  was  the 
son  of  a poor  tallow-chandler.  When  a boy,  he  learned 
the  printer’s  trade ; at  seventeen  he  left  home,  and  estab- 
lished himself  in  Philadelphia. 

2.  He  and  a young  partner  began  business  with  no 
capital,  and  felt  very  grateful  to  a friend  whom  they  met 
in  the  street  and  who  gave  them  a five-shilling  job. 
Afterward  they  set  up  a newspaper,  and  published  an 
almanac  called  “ Poor  Richard’s  Almanac,”  which  had  a 
great  circulation.  They  also  dealt  in  all  sorts  of  small 
wares — rags,  ink,  soap,  feathers,  and  coffee. 

3.  Franklin  was  a great  reader,  and  a great  student 
of  science,  and  especially  of  electricity.  He  formed  the 


FOURTH  READER . 


179 


theory  that  lightning  and  the  electrical  fluid  are  the  same 
thing.  This  he  said  in  a pamphlet,  and.  some  readers 
thought  it  a very  absurd  view.  Then  he  resolved  to 
prove  it.  He  and  his  young  son  made  a great  kite  of 
a silk  handkerchief,  fastened  a piece  of  sharpened  wire 
to  the  stick,  and  went  out  to  fly  the  kite  in  a thunder- 
storm. 

4.  As  the  low  thunder-cloud  passed,  the  electric  fluid 
came  down  the  string  of  the  kite.  When  Franklin 
touched  a key  that  he  had  fastened  to  the  string,  his 
knuckles  drew  sparks  from  it?  and  proved  that  there  was 
electricity  there.  This  led  him  to  invent  the  lightning- 
rod,  which  is  now  in  almost  universal  use.  This  discov- 
ery at  once  made  him  very  famous  in  Europe,  as  well  as 
in  America. 

5.  He  was  afterward  sent  to  England  on  a public 
mission,  arid  remained  there  till  the  outbreak  of  the 
Revolution.  Returning  to  America,  he  was  one  of  the 
framers  and  signers  of  the  Declaration  of  Independence. 
He  was  sent  to  France  as  ambassador,  and  aided  in  mak- 
ing the  treaty  with  France  which  secured  the  indepen- 
dence of  the  American  colonies. 

6.  He  was  a man  of  the  greatest  activity,  public 
spirit,  and  wit.  He  exercised  great  influence  in  all  pub- 
lic affairs,  and  founded  more  good  institutions  and  be- 
nevolent enterprises  than  any  other  American  of  his 
time.  His  last  public  act  was  to  sign  a memorial  to 
Congress  in  behalf  of  the  Philadelphia  Antislavery  So- 
ciety, of  which  he  was  president,  asking  the  abolition 
of  slavery. 

7.  He  lived  to  the  age  of  eiglity-four,  dying  in  1790. 
The  whole  nation  mourned  when  he  died.  Mirabeau, 


*1 80 


FOURTH  READER. 


then  the  leader  of  the  French  Assembly,  called  him  “ the 
sage  whom  two  worlds  claim  as  their  own,”  and  pro- 
posed that  the  Assembly  should  wear  mourning  on  the 
arm  for  him  during  three  days,  wTiicli  was  done.  It 
was  said  of  him  after  his  death,  by  a celebrated  French- 
man (Turgot),  that  “he  snatched  the  lightning  from  the 
sky,  and  the  scepter  from  tyrants  ! ” T.  w.  Higginson. 


For  Preparation. — I.  From  Higginson’s  “Young  Folks’ History  of  the 
United  States.”  To  whom  is  the  word  “ Americans  ” applied  ? Why  not 
to  Mexicans  and  Canadians  ? The  literature  relative  to  the  Revolutionary 
War  fixed  the  word  in  a national  meaning,  partly  from  the  difficulty  of 
forming  a descriptive  word  from  the  name  of  our  nation  (United  Statesians  !). 

II.  Sgi'-enge,  kntick'-leg  (nuk'iz),  al'-ma-na-e,  out'-break,  Mi-ra-beau' 
(-bo7),  Tur-got'  (-go7). 

III.  Make  a list  of  ten  abbreviations  that  you  remember,  and  write 
opposite  each  the  full  word,  thus : Dr. — Doctor;  N.  A. — North  America; 
U.  S. — United  States;  Mo. — Missouri;  N.  Y. — New  York,  et;c. 

IV.  Rendered,  universal,  famous,  sage,  memorial,  “ electric  fluid  ” (is  it 
really  a “ fluid  ” ?),  partner,  capital  (money,  and  other  means,  to  carry  on 
business),  lightning-rod,  “ Declaration  of  Independence.” 

Y.  “With  no  capital”  (2).  Some  capital  was  furnished  by  his  partner. 
He  withdrew  in  1729,  and  Franklin  afterward  started  the  store  and  the  al- 
manac alone.  The  famous  experiment  of  Franklin  “ drew  electricity  from 
the  clouds.”  Doubtless  it  can  be  drawn  from  the  upper  air  on  a cloudless 
day.  Had  the  lightning  really  descended  his  kite-string,  it  would  have  killed 
Franklin,  as  it  did  the  Russian  who  undertook  to  repeat  the  experiment. 


LXVI.— THE  THFEE  BLACK  CROWS. 

1.  Two  lionest  tradesmen  meeting  in  the  Strand, 
One  took  the  other  briskly  by  the  hand. 

“ Hark  ye,”  said  he,  “ ’tis  an  odd  story,  this, 
About  the  crows ! ” “ I don’t  know  what  it  is,” 

# 


FOURTH  READER. 


181 


Replied  his  friend.  “ No  ? I’m  surprised  at  that. 
Where  I come  from,  it  is  the  common  chat. 

2.  “ But  you  shall  hear — an  odd  affair,  indeed  ! 

And  that  it  happened,  they  are  all  agreed. 

Not  to  detain  you  from  a thing  so  strange : 

A gentleman,  who  lives  not  far  from  ’Change, 

This  week,  in  short,  as  all  the  Alley  knows, 

Taking  a vomit,  threw  up  three  black  crows  ! ” 

3.  “ Impossible  ! ” “ Nay,  but  ’tis  really  true ; 

I had  it  from  good  hands,  and  so  may  you.”  . 

“From  whose,  I pray?”  So,  having  named  the  man, 
Straight  to  inquire  his  curious  comrade  ran  : 

“ Sir,  did  you  tell — ” (relating  the  affair). 

“ Yes,  sir,  I did ; and,  if  ?tis  worth  your  care, 

’Twas  Mr.  Such-a-one  who  told  it  me. 

But,  by-the-by,  ’twas  two  black  crows — not  three.” 

I.  Resolved  to  trace  so  wondrous  an  event, 

Quick  to  the  third  the  virtuoso  went : 

“ Sir — ” (and  so  forth).  “ Why,  yes — the  thing  is 
fact, 

Though,  in  regard  to  number,  not  exact : 

It  was  not  two  black  crows — ’twas  only  one. 

The  truth  of  that  you  may  depend  upon  : 

The  gentleman  himself  told  me  the  case.” 

“ Where  may  I find  him  ? ” “ Why,  in  such  a 

place.” 

5.  Away  he  went ; and,  having  found  him  out : 

“ Sir,  be  so  good  as  to  resolve  a doubt.” 

Then  to  his  last  informant  he  referred, 

And  begged  to  know  if  true  what  he  had  heard : 


182 


FOURTH  READER. 


“ Did  you,  sir,  throw  up  a black  crow  ? ” “ Not  I ! ” 

“ Bless  me,  how  people  propagate  a lie  ! 

Black  crows  have  been  thrown  up,  three,  two,  and 
one ; 

And  here,  I find,  all  comes  at  last  to  none ! 

6.  “ Did  you  say  anything  of  a crow  at  all  ? ” 

“ Crow  ? — crow?  Perhaps  I might,  now  I recall 
The  matter  over.’5  “ And  pray,  sir,  what  was’t  ? ” 

“ Why,  I was  horrid  sick,  and,  at  last, 

I did  throw  up — and  told  my  neighbor  so — 
Something  that  was  as  black,  sir,  as  a crow  ! ” 

John  Byrom. 


For  Preparation. — I.  What  locality  is  indicated  by  “ the  Strand”? — 
“ ’Change  ” (Exchange)  ? — “ Alley  ” ? (Is  it  London  ?) 

II.  Two  (too),  straight  (strat),  -eom'-rade  (kom'rad  or  kum'rad),  begged, 
prop'-a-gate,  none  (nun). 

III.  Supply  omission  in  His  ; — meaning  of  im  in  impossible ; — of  se  in 
whose  (like  ’s,  it  denotes  possession).  Of  what  is  Mr.  an  abbreviation? 
What  punctuation-mark  must  always  be  placed  after  an  abbreviation? 
Meaning  of  n in  thrown  ? (like  ed)  it  denotes  past  or  completed  action.) 
“Horrid  sick” — is  this  proper  language  to  use?  (Such  expressions  are 
called  vulgarisms,  or  slang.) 

IV.  “ Curious  comrade  ” (curious  for  anxious , or  inquiring ),  “ by-the- 
by,”  virtuoso,  “ and  so  forth  ” (stands  for  what  remarks  in  the  line  where  it 
occurs?),  “such  a place”  (stands  for  the  name  of  the  locality  given  by  the 
speaker),  “resolve  a doubt.” 

V.  Make  a list  of  the  different  steps  in  reducing  this  Street-rumor  to  its 
foundation.  Which  party  says,  “Bless  me,  how  people  propagate  a lie!” 
“ All  the  Alley  ’’-—what  is  meant? 


The  birthday  of  the  “ Father  of  his  Country  ! ” 
May  it  ever  be  freshly  remembered  by  American 
Hearts  ! May  it  ever  reawaken  in  them  a filial  ven- 
eration for  his  memory  ; ever  rekindle  the  fires  of 
patriotic  regard  for  the  country  he  loved  so  well;  to 
which  he  gave  his  youthful  vigor  and  his  youthful 
energy  during  the  perilous  period  of  the  early  Indian 
warfare ; to  which  he  devoted  his  life  in  the  maturity 
of  his  powers  in  the  field  / to  which  again  he  offered 
the  counsels  of  his  wisdom  and  his  experience  as  presi- 
dent of  the  convention  that  framed  our  Constitution ; 
which  he  guided  and  directed  while  in  the  chair  of  State  ; 
and  for  which  the  last  prayer  of  his  earthly  supplication 
was  offered  up,  when  it  came  the  moment  for  him  so 
well , and  so  grandly , and  so  calmly  to  die. 

He  was  the  first  man  of  the  time  in  which  he  grew. 
His  memory  is  first  and  most  sacred  in  our  love  ; and 
ever  hereafter,  till  the  last  drop  of  blood  shall  freeze  in 
the  last  American  heart,  his  name  shall  be  a spell  of 
power  and  of  might . 

Yes,  gentlemen,  there  is  one  personal , one  vast 
felicity,  which  no  man  can  share  with  him.  It  was  the 
daily  beauty  and  towering  and  matchless  glory  of  his  life 
which  enabled  him  to  create  iiis  country,  and  at  the 
same  time  secure  an  undying  love  and  regard  from  the 
whole  American  people . “ The  first  in  the  hearts  of 

his  countrymen !”  Undoubtedly  there  were  brave  and 
wise  and  good  men,  before  his  day,  in  every  colony.  But 
the  American  nation , as  a nation,  I do  not  reckon  to 
have  begun'  before  1774.  And  the  first  love  of  that 
Young  America  was  'Washington.  Rufus  Choate . 


1 mr.  ^ a sudden  sally, 

And  sj.  'kle  out  among  the  fern, 

To  b ker  down  a valley. 

2.  By  thirty  hills  I hurry  down, 

Or  slip  between  the  ridges, 

By  twenty  thorps,  a little  town, 

And  half  a hundred  bridges. 

3.  I chatter  over  stony  ways, 

In  little  sharps  and  trebles ; 

I bubble  into  eddying  bays, 

I babble  on  the  pebbles. 

* 

4.  I chatter,  chatter,  as  I flow 

To  join  the  brimming  river; 

For  men  may  come  and  men  may  go, 
But  I go  on  for  ever. 

5.  I wind  about,  and  in  and  out, 

With  here  a blossom  sailing, 

And  here  and  there  a lusty  trout, 
And  here  and  there  a grayling, 

6.  And  here  and  there  a foamy  flake 

Upon  me,  as  I travel, 

With  many  a silvery  water-break, 
Above  the  golden  gravel. 

7.  I steal  by  lawns  and  grassy  plots, 

I slide  by  hazel  covers ; 


11  I chatter  over  stony  ways, 

In  little  sharps  and  trebles." 

(“  The  Brook"  p.  184.) 


FOURTH  READER. 


186 


I move  the  sweet  forget-me-nots 
That  grow  for  happy  lovers. 

8.  I murmur  under  moon  and  stars 

In  brambly  wildernesses ; 

I linger  by  my  shingly  bars ; 

I loiter  round  my  cresses. 

9.  And  out  again  I curve  and  flow 

To  join  the  brimming  river ; 

For  men  may  come  and  men  may  go, 

But  I go  on  for  ever. 

Alfred  Tennyson . 


For  Preparation. — I.  “ The  Brook : An  Idyl,”  is  the  name  that  Tenny- 
son gives  to  the  poem  from  which  this  is  taken.  The  song  of  the  brook 
winds  along  through  the  poem  like  a silver  thread,  suggesting  melancholy 
memories  to  the  poet,  which  he  relates  in  longer  and  less  musical  lines 
that  interrupt  the  song  of  the  brook  at  irregular  intervals.  (The  “ Scene 
by  the  Brook,”  in  Beethoven’s  “ Pastoral  Symphony,”  is  suggested.)  Let 
the  pupil  select  the  names  of  animals,  and  other  things,  that  indicate  the 
country  in  which  the  scene  is  laid. 

II.  Haunts,  loi'-ter,  brldg'-e§,  pSb'-ble. 

III.  Copy  the  first  stanza,  and  mark  the  feet  and  accented  syllables. 
Change  the  order  of  the  words  in  the  second  stanza,  adding  words  where 
needed  to  make  good  prose. 

IV.  Coot  (a  water-fowl),  hern  (heron),  bicker  (to  quiver),  thorps  (small 
villages),  eddying,  cresses. 

V.  What  is  “ a sudden  sally  ” ? u Little  sharps  and  trebles  ” (it 

describes  the  tones  of  the  chattering — in  high,  shrill  tones).  River  (4) — 
why  “ brimming”  ? Is  the  brook  represented  as  being  gay  and  chattering 
because  it  goes  on  for  ever,  while  men  come  and  go,  meet  and  part,  and 
are  sad  in  consequence  ? What  kind  of  a fish  is  a “grayling”  ? “ Hazel 

covers”  (in  England,  the  expression  used  by  hunters  to  describe  under- 
brush that  covers  or  conceals  game).  “ Shingly  bars”  (shallow  places,  with 
gravel — shingle — bottoms). 


180 


FOURTH  READER. 


LXIX.— THE  SERMON  ON  THE  MOUNT. 

1.  And  tliere  followed  him  great  multitudes  of  peo- 
ple from  Galilee,  and  from  Decapolis,  and  from  Jerusa- 
lem, and  from  Judea,  and  from  beyond  Jordan.  And 
seeing  the  multitudes,  he  went  up  into  a mountain  : and 
when  he  was  set,  his  disciples  came  unto  him : And  he 
opened  his  mouth,  and  taught  them,  saying  : Blessed  are 
the  poor  in  spirit : for  theirs  is  the  kingdom  of  heaven. 
Blessed  are  they  that  mourn  : for  they  shall  be  comforted. 
Blessed  are  the  meek : for  they  shall  inherit  the  earth. 
Blessed  are  they  which  do  hunger  and  thirst  after  right- 
eousness : for  they  shall  be  filled. 

2.  Blessed  are  the  merciful : for  they  shall  obtain 
mercy.  Blessed  are  the  pure  in  heart : for  they  shall  see 
God.  Blessed  are  the  peacemakers:  for  they  shall  be 
called  the  children  of  God.  Blessed  are  they  which  are 
persecuted  for  righteousness5  sake  : for  theirs  is  the  king- 
dom of  heaven.  Blessed  are  ye,  wrhen  men  shall  revile 
you,  and  persecute  you,  and  shall  say  all  manner  of  evil 
against  you  falsely,  for  my  sake.  Rejoice,  and  be  exceed- 
ing glad : for  great  is  your  reward  in  heaven : for  so 
persecuted  they  the  prophets  which  wrere  before  you. 

3.  Ye  are  the  salt  of  the  earth*  but  if  the  salt  have 
lost  his  savor,  vTherewith  shall  it  be  salted  ? it  is  thence- 
forth good  for  nothing,  but  to  be  cast  out,  and  to  be 
trodden  under  foot  of  men.  Ye  are  the  light  of  the 
world.  A city  that  is  set  on  an  hill  can  not  be  hid. 
Neither  do  men  light  a candle,  and  put  it  under  a bushel, 
but  on  a candlestick ; and  it  giveth  light  unto  all  that  are 
in  the  house.  Let  your  light  so  shine  before  men,  that 
they  may  see  your  good  works,  and  glorify  your  Father 
which  is  in  heaven. 


FOURTH  READER. 


187 


4.  Think  not  that  I am  come  to  destroy  the  law,  or 
the  prophets : I am  not  come  to  destroy,  bnt  to  fulfill. 
For  verily  I say  unto  you,  Till  heaven  and  earth  pass,  one 
jot  or  one  tittle  shall  in  no  wise  pass  from  the  law,  till 
all  be  fulfilled.  Whosoever  therefore  shall  break  one  of 
these  least  commandments,  and  shall  teach  men  so,  he 
shall  be  called  the  least  in  the  kingdom  of  heaven : but 
whosoever  shall  do  and  teach  them,  the  same  shall  be 
called  great  in  the  kingdom  of  heaven.  For  I say  unto 
you,  That  except  your  righteousness  shall  exceed  the 
righteousness  of  the  scribes  and  Pharisees,  ye  shall  in  no 
case  enter  into  the  kingdom  of  heaven. 

5.  Ye  have  heard  that  it  was  said  by  them  of  old 
time,  Thou  shalt  not  kill ; and  whosoever  shall  kill  shall 
be  in  danger  of  the  judgment : but  I say  unto  you,  That 
whosoever  is  angry  with  his  brother  without  a cause  shall 
be  in  danger  of  the  judgment.  . . . Therefore  if  thou 
bring  thy  gift  to  the  altar,  and  there  rememberest  that 
thy  brother  hath  aught  against  thee  ; leave  there  thy  gift 
before  the  altar,  and  go  thy  way ; first  be  reconciled  to 
thy  brother,  and  then  come  and  offer  thy  gift.  . . . 

6.  And  if  thy  right  eye  offend  thee,  pluck  it  out, 
and  cast  it  from  thee  : for  it  is  profitable  for  thee  that 
one  of  thy  members  should  perish,  and  not  that  thy 
whole  body  should  be  cast  into  hell.  And  if  thy  right 
hand  offend  thee,  cut  it  off,  and  cast  it  from  thee : for 
it  is  profitable  for  thee  that  one  of  tliy  members  should 
perish,  and  not  that  thy  whole  body  should  be  cast  into 
hell.  . . . 

Y.  Again,  ye  have  heard  that  it  hath  been  said  by 
them  of  old  time,  Thou  shalt  not  forswear  thyself,  but 
shalt  perform  unto  the  Lord  thine  oaths  : but  I say  unto 
you,  Swear  not  at  all ; neither  by  heaven ; for  it  is  God’s 


188 


FOURTH  READER. 


throne  : nor  by  the  earth ; for  it  is  his  footstool : neither 
by  Jerusalem  for  it  is  the  city  of  the  great  King. 
Neither  shalt  thou  swear  by  thy  head,  because  thou  canst 
not  make  one  hair  white  or  black.  But  let  your  com- 
munication be,  Yea,  yea;  Nay,  nay:  for  whatsoever  is 
more  than  these  cometh  of  evil. 

8.  Ye  have  heard  that  it  hath  been  said,  An  eye  for 
an  eye,  and  a tooth  for  a tooth : but  I say  unto  you,  That 
ye  resist  not  evil : but  whosoever  shall  smite  thee  on  thy 
right  cheek,  turn  to  him  the  other  also.  And  if  any  man 
will  sue  thee  at  the  law,  and  take  away  thy  coat,  let  him 
have  thy  cloak  also.  And  wdiosoever  shall  compel  thee 
to  go  a mile,  go  with  him  twain.  Give  to  him  that  ask- 
eth  thee,  and  from  him  that  would  borrow  of  thee  turn 
not  thou  away. 

9.  Ye  have  heard  that  it  hath  been  said,  Thou  shalt 
love  thy  neighbor,  and  hate  thine  enemy.  But  I say  unto 
you,  Love  your  enemies,  bless  them  that  curse  you,  do 
good  to  them  that  hate  you,  and  pray’for  them  which 
despitef ully  use  you,  and  persecute  you ; that  ye  may  be 
the  children  of  your  Father  which  is  in  heaven:  for  he 
maketh  his  sun  to  rise  on  the  evil  and  on  the  good,  and 
sendeth  rain  on  the  just  and  on  the  unjust.  For  if  ye 
love  them  which  love  you,  wdiat  reward  have  ye  ? do  not 
even  the  publicans  the  same  ? And  if  ye  salute  your 
brethren  only,  what  do  ye  more  than  others  ? do  not  even 
the  publicans  so  ? Be  ye  therefore  perfect,  even  as  your 
Father  which  is  in  heaven  is  perfect. 

Matthew , Chapter  V. 


For  Preparation. — I.  Point  out,  on  the  map,  Decapolis,  Jerusalem, 
Judea,  Jordan  River.'  What  mountain  (near  Capernaum)  did  Christ  as- 
cend ? Point  out  the  passages  known  as  “ The  Beatitudes  ” (1  and  2). 


FOURTH  READER. 


189 


II.  -Gom-pel',  peo'-ple  (pe'pl),  mount'-ain  (-in),  dis-£l'-ple§,  o'-pened 
(-pnd),  mourn,  right'-eous-ness  (ri'chus-nes),  taught  (tawt),  a-gainst' 
f-genst'),  false'-ly,  proph'-ets,  notli'-ing,  ful-filled'. 

III.  Do  you  find  the  word  its  used  anywhere  in  the  Bible  ? What  word 
was  used  instead  in  the  time  when  the  Bible  was  translated  ? (3  : “ if  the 
salt  have  lost  his  savor.”)  What  is  our  use  of  “ his  ” ? Note  the  use  of 
“ which  ” for  “ who  ” and  “ that  ” (Lesson  LXIII.) ; “ an  ” (“  on  an  hill  ”). 

IY.  Bushel,  reconciled,  multitudes,  comforted,  meek,  inherit,  merciful, 
obtain,  persecuted,  revile,  reward,  savor,  trodden,  glorify,  destroy,  jot,  tittle, 
except,  exceed,  scribes,  Pharisees,  danger,  judgment,  altar,  offend,  pluck, 
profitable,  perish,  forswear,  perform,  oaths,  communication,  yea,  nay,  re- 
sist, smite,  twain,  borrow,  despitefully,  salute,  perfect. 

Y.  Note,  in  the  fifth  paragraph,  the  distinction  between  legal  and  religious 
views.  The  law  (enforced  by  the  state,  or  the  courts  of  the  land)  takes 
notice  of  a deed  actually  done,  not  of  one  merely  wished  to  be  done  (hence 
it  is  called  an  “ overt  act,”  i.  e.,  an  open,  public  act);  but  religion  takes  cog- 
nizance of  the  frame  of  mind — the  wish,  or  .desire,  or  intention  of  the  inmost 
heart — rather  than  of  the  overt  act.  The  same  distinction  exists  between 
sin  and  crime  (crime — a breach  of  the  law  of  the  land ; sin — a breach  of 
the  law  of  God.  Of  course,  some  acts  may  be  both  sins  and  crimes,  and 
some  may  be  one  or  the  other  only).  Note,  further,  the  expiation  of  the 
two  kinds  of  transgressions : crime  being  expiated  by  a definite  limited 
punishment ; but  sin  being  infinite  in  its  nature,  and  not  expiated  by  ex- 
ternal acts,  but  only  escaped  by  internal  repentance,  which  is  met  by  mercy 
and  pardon  on  the  part  of  the  lawgiver.  So,  in  the  ninth  paragraph,  the 
distinction  between  kindness,  or  love,  which  is  good  toward  all  men,  and 
(a)  politeness , which  merely  treats  all  with  the  external  show  of  good  feel- 
ing, or  (b)  justice,  which  returns  upon  each  his  own  deed — love  for  love,  or 
hate  for  hate. 


LXX.— THE  SERMON  ON  THE  MOUNT  (Continued). 

1.  Take  heed  that  ye  do  not  your  alms  before  men, 
to  be  seen  of  them  : otherwise  ye  have  no  reward  of  your 
Father  wThich  is  in  heaven.  Therefore  when  thou  doest 
thine  alms,  do  not  sound  a trumpet  before  thee,  as  the 
hypocrites  do  in  the  synagogues  and  in  the  streets,  that 
they  may  have  glory  of  men.  Yerily  I say  unto  you, 


190 


FOURTH  READER. 


They  have  their  reward.  But  when  thou  doest  alms,  let 
not  thy  left  hand  know  what  thy  right  hand  doeth : that 
thine  alms  may  be  in  secret : and  thy  Father  which  seetli 
in  secret  himself  shall  reward  thee  openly. 

2.  And  when  thou  prayest,  thou  shaft  not  be  as  the 
hypocrites  are : for  they  love  to  pray  standing  in  the 
synagogues  and  in  the  corners  of  the  streets,  that  they 
may  be  seen  of  men.  Verily  I say  unto  you,  They  have 
their  reward.  But  thou,  when  thou  prayest,  enter  into 
thy  closet,  and  when  thou  hast  shut  thy  door,  pray  to  thy 
Father  which  is  in  secret : and  thy  Father  which  seeth  in 
secret  shall  reward  thee  openly.  But  when  ye  pray,  use 
not  vain  repetitions,  as  the  heathen  do  : for  they  think  that 
they  shall  be  heard  for  their  much  speaking.  Be  not  ye 
therefore  like  unto  them  : for  your  Father  knoweth  what 
things  ye  have  need  of,  before  ye  ask  him. 

3.  After  this  manner  therefore  pray  ye : Our  Father 
which  art  in  heaven,  Hallowed  be  thy  name.  Thy  king- 
dom come.  Thy  will  be  done  in  earth,  as  it  is  in  heaven. 
Give  us  this  day  our  daily  bread.  And  forgive  us  our 
debts,  as  we  forgive  our  debtors.  And  lead  us  not  into 
temptation,  but  deliver  us  from  evil:  For  thine  is  the 
kingdom,  and  the  power,  and  the  glory,  for  ever.  Amen. 
For  if  ye  forgive  men  their  trespasses,  your  heavenly 
Father  will  also  forgive  you : but  if  ye  forgive  not  men 
their  trespasses,  neither  will  your  Father  forgive  your 
trespasses. 

4.  Moreover,  when  ye  fast,  be  not,  as  the  hypocrites, 
of  a sad  countenance : for  they  disfigure  their  faces,  that 
they  may  appear  unto  men  to  fast.  Verily  I say  unto 
you,  They  have  their  reward.  But  thou,  when  thou  fast- 
est, anoint  thy  head,  and  wash  thy  face  ; that  thou  appear 
not  unto  men  to  fast,  but  unto  thy  Father  which  is  in 


FOURTH  READER. 


191 


secret:  and  thy  Father,  which  seetli  in  secret,  shall  re- 
ward thee  openly. 

5.  Lay  not  . up  for  yourselves  treasures  upon  earth, 
where  moth  and  rust  doth  corrupt,  and  where  thieves 
break  through  and  steal : but  lay  up  for  yourselves  treas- 
ures in  heaven,  where  neither  moth  nor  rust  doth  corrupt, 
and  where  thieves  do  not  break  through  nor  steal : for 
where  your  treasure  is,  there  will  your  heart  be  also.  The 
light  of  the  body  is  the  eye : if  therefore  thine  eye  be 
single,  thy  whole  body  shall  be  full  of  light.  But  if 
thine  eye  be  evil,  thy  whole  body  shall  be  full  of  dark- 
ness. If  therefore  the  light  that  is  in  thee  be  darkness, 
how  great  is  that  darkness ! 

No  man  can  serve  two  masters:  for  either  he  will 
hate  the  one,  and  love  the  other ; or  else  he  will  hold  to 
the  one,  and  despise  the  other.  Ye  can  not  serve  God 
and  mammon. 

6.  Therefore  I say  unto  you,  Take  no  thought  for 
your  life,  what  ye  shall  eat,  or  what  ye  shall  drink ; nor 
yet  for  your  body,  what  ye  shall  put  on.  Is  not  the  life 
more  than  meat,  and  the  body  than  raiment  ? Behold 
the  fowls  of  the  air : for  they  sow  not,  neither  do  they 
reap,  nor  gather  into  barns ; yet  your  heavenly  Father 
feedeth  them.  Are  ye  not  much  better  than  they? 
Which  of  you  by  taking  thought  can  add  one  cubit  unto 
his  stature  ? And  why  take  ye  thought  for  raiment  ? 
Consider  the  lilies  of  the  field,  how  they  grow;  they 
toil  not,  neither  do  they  spin  : and  yet  I say  unto  you, 
That  even  Solomon  in  all  his  glory  was  not  arrayed  like 
one  of  these. 

7.  Wherefore,  if  God  so  clothe  the  grass  of  the  field, 
which  to-day  is,  and  to-morrow  is  cast  into  the  oven,  shall 
he  not  much  more  clothe  you,  O ye  of  little  faith? 


192 


FOURTH  READER . 


Therefore  take  no  thought,  saying,  What  shall  we  eat  ? 
or,  What  shall  we  drink  ? or,  Wherewithal  shall  we  be 
clothed?  ...  For  yonr  heavenly  Father  knoweth  that 
ye  have  need  of  all  these  things.  But  seek  ye  first  the 
kingdom  of  God,  and  his  righteousness ; and  all  these 
things  shall  be  added  unto  you.  Take  therefore  no 
thought  for  the  morrow:  for  the  morrow  shall  take 
thought  for  the  things  of  itself.  Sufficient  unto  the  day 
is  the  evil  thereof.  Matthew , Chapter  VI. 


For  Preparation. — I.  Who  was  Solomon  ? People  of  what  religion 
meet  in  synagogues  ? “ Mammon  ” — what  is  meant  ? 

II.  Hyp'-o-crites,  syn'-a-gogue§  (-gogz),  alm§  (amz),  pray'-est, 
ei'-ther,  rai'-ment,  feow,  reap,  ov'-en  (uv'n),  heav'-en  (Wn),  d&bts 
(dets),  trea§'-tire§  (trezh'urz). 

III.  What  meaning  is  given  by  e in  men  ? — capitals  in  Father  ? — est  in 
doest  ? — ine  in  thine  ? — ee  in  thee  ? — y in  thy  ? — ill  in  seeth  ? — ne  in  done  ? 
— ily  in  daily  ? — r in  your? — ies  in  lilies ? 

IV.  Repetitions,  hallowed,  forgive,  trespasses,  reward,  verily,  secret, 
“eye  be  single,”  else,  despise,  arrayed,  temptation,  deliver,  fast,  disfigure, 
anoint,  moth,  rust,  corrupt,  morrow,  sufficient. 

V.  What  do  moths  attack  ? What  things  rust  ? What  is  the  origi- 
nal meaning  of  the  word  cubit , and  what  does  it  signify  when  used  as  a 
measure  of  length  ? 


LXXI.—THE  FIGHT  OF  PASO  DEL  MAR. 

1.  Gusty  and  raw  was  the  morning ; 

A fog  hung  over  the  seas, 

And  its  gray  skirts,  rolling  inland, 

Were  torn  by  the  mountain-trees. 

No  sound  was  heard  but  the  dashing 
Of  waves  on  the  sandy  bar, 

When  Pablo  of  San  Diego 

Rode  down  to  the  Paso  del  Mar. 


FOURTH  READER . 


198 


2.  The  pescador,  out  in  his  shallop, 

Gathering  his  harvest  so  wide, 

Sees  the  dim  bulk  of  the  headland 
Loom  over  the  waste  of  the  tide  ; 

He  sees,  like  a white  thread,  the  pathway 
Wind  round  on  the  terrible  wall, 

Where  the  faint,  moving  speck  of  the  rider 
Seems  hovering  close  to  its  fall ! 

3.  Stout  Pablo  of  San  Diego 

Rode  down  from  the  hills  behind ; 

With  the  bells  on  his  gray  mule  tinkling. 

He  sang  through  the  fog  and  wind. 

Under  his  thick,  misted  eyebrows 
Twinkled  his  eye  like  a star, 

And  fiercer  he  sang  as  the  sea-winds 
Drove  cold  on  the  Paso  del  Mar. 

4.  Now  Bernal,  the  herdsman  of  Corral, 

Had  traveled  the  shore  since  dawn, 

Leaving  the  ranches  behind  him  : 

Good  reason  had  he  to  be  gone ! 

The  blood  was  still  red  on  his  dagger, 

The  fury  was  hot  in  his  brain, 

And  the  chill,  driving  scud  of  the  breakers 
Beat  thick  on  his  forehead  in  vain. 

5.  With  his  blanket  wrapped  gloomily  round  him. 

He  mounted  the  dizzying  road, 

And  the  chasms  and  steeps  of  the  headland 
Were  slippery  and  wet  as  he  trode. 

Wild  swept  the  wind  of  the  ocean, 

Rolling  the  fog  from  afar, 

When  near  him  a mule-bell  came  tinkling, 
Midway  on  the  Paso  del  Mar. 

13 


194 


FOURTH  READER . 


6.  “ Back  ! ” sliouted  Bernal  full  fiercely, 

And  “ Back ! ” shouted  Pablo  in  wrath, 

As  his  mule  halted,  startled  and  shrinking, 

On  the  perilous  line  of  the  path. 

The  roar  of  devouring  surges 

Came  up  from  the  breakers’  hoarse  war ; 

And  “ Back,  or  you  perish  ! ” cried  Bernal ; 
u I turn  not  on  Paso  del  Mar ! ” 

7.  The  gray  mule  stood  firm  as  the  headland ; 

He  clutched  at  the  jingling  rein, 

When  Pablo  rose  up  in  his  saddle 
And  smote  till  he  dropped  it  again. 

A wild  oath  of  passion  swore  Bernal, 

And  brandished  his  dagger  still  red ; 

While  fiercely  stout  Pablo  leaned  forward, 

And  fought  o’er  his  trusty  mule’s  head. 

8.  They  fought  till  the  black  wall  below  them 

Shone  red  through  the  misty  blast. 

Stout  Pablo  then  Gtruck,  leaning  farther, 

The  broad  breast  of  Bernal  at  last ; 

And,  frenzied  with  pain,  the  swart  herdsman 
Closed  round  him  with  terrible  clasp, 

And  jerked  him,  despite  of  his  struggles, 

Down  from  the  mule  in  his  grasp. 

9.  They  grappled  with  desperate  madness 

On  the  slippery  edge  of  the  wall ; 

They  swayed  on  the  brink,  and  together 
Reeled  out  to  the  rush  of  the  fall ! 

A cry  of  the  wildest  death-anguish 
Rang  faint  through  the  mist  afar, 

And  the  riderless  mule  went  homeward 
From  the  fight  of  the  Paso  del  Mar ! 

Bayard  Taylor . 


FOURTH  READER. 


195 


For  Preparation. — I.  Find  San  Diego  (de-a'go)  (in  California).  “ Pa'so 
del  Mar  ” (Spanish,  Pass  of  the  Sea) ; “ pes-ca-dor'  ” (fisherman) ; “ ranches  ” 
(rude  huts  of  herdsmen,  called  “ ranchos  ” by  the  Mexicans). 

II.  Pa'-blo,  mount'-ain  (-in),  shal'-lop,  t&r'-ri-ble,  hov'-er-ing, 
twmk'-led  (-id),  fore'-head  (for'ed),  diz'-zy-ing,  de-vour'-ing,  grap'-pled 
(-pid),  sllp'-per-y. 

III.  What  is  denoted  by  er  in  fiercer? — ther  in  farther?  (Thei%,  ter, 
der , and  similar  forms,  occur  often  in  English  and  Latin,  to  denote  that  the 
word  expresses  something  that  stands  in  contrast  to  something  else,  or 
depends  on  it,  as  father  is  related  to  child,  or  under  to  over  ; e.  g.,  father, 
mother,  brother,  sister,  under,  sunder,  further,  hither,  yonder ; Latin : ma- 
ter, pater , frater , contra , intra , etc.  The  syllable  er  is  not  so  ancient  a 
termination  to  denote  comparison  as  ter  and  its  kindred  forms.) 

IY.  Gusty,  shallop,  loom,  “ misted  eyebrows,”  “ scud  of  the  breakers,” 
swayed,  death-anguish,  swart. 

Y.  The  figure  of  speech  by  which  the  fog  has  its  gray  skirts  torn  by 
the  trees,  is  called  what?  (Personification.)  Why  are  the  fisherman’s 
gainings  called  so  wide  a harvest  ? 


LXXII. — ROBERT  BRUCE  AND  THE  SPIDER. 

1.  It  was  about  the  time  when  King  Robert  Bruce 
was  in  his  greatest  difficulties,  that  an  incident  took  place 
which,  although  it  rests -only  on  tradition  in  families  of 
the  name  of  Bruce,  is  rendered  probable  by  the  manners 
of  the  time.  After  receiving  the  last  unpleasing  intelli- 
gence from  Scotland,  Bruce  was  one  morning  lying  on 
his  wrretched  bed,  and  deliberating  with  himself  wdietlier 
he  had  not  better  resign  all  thoughts  of  again  attempting 
to  make  good  his  right  to  the  Scottish  crown,  and,  dis- 
missing his  followers,  transport  himself  and  his  brothers 
to  the  Holy  Land,  and  spend  the  rest  of  his  life  in  fight- 
ing against  the  Sarabens. 

2.  But  then,  on  the  other  hand,  he  thought  it  would 
be  both  criminal  and  cowardly  to  give  up  his  attempts  to 


196 


FOURTH  READER . 


restore  freedom  to  Scotland,  while  there  yet  remained 
the  least  chance  of  his  being  successful  in  an  undertaking 
which,  rightly  considered,  was  much  more  his  duty  than 
to  drive  the  infidels  out  of  Palestine,  though  the  super- 
stition of  his  age  might  think  otherwise.  While  he  was 
divided  between  these  reflections,  and  doubtful  of  what 
he  should  do,  Bruce  was  looking  upward  to  the  roof  of 
the  cabin  in  which  he  lay,  and  his  attention  was  attracted 
by  a spider,  which,  hanging  at  the  end  of  a long  thread 
of  its  own  spinning,  was  endeavoring,  as  is  the  fashion  of 
that  creature,  to  swing  itself  from  one  beam  in  the  roof 
to  another,  for  the  purpose  of  fixing  the  line  on  which 
it  meant  to  stretch  its  web. 

3.  The  insect  made  the  attempt  again  and  again,  with- 
out success  ; and  at  length  Bruce  counted  that  it  had  tried 
to  carry  its  point  six  times,  and  been  as  often  unable  to 
do  so.  It  came  into  his  head  that  he  had  himself  fought 
just  six  battles  against  the  English  and  their  allies,  and 
that  the  poor,  persevering  spider  was  exactly  in  the  same 
situation  with  himself,  having  made  as  many  trials  and 
been  as  often  disappointed  in  what  it  aimed  at. 

4.  “ Now,”  thought  Bruce,  as  I have  no  means  of 
knowing  what  is  best  to  be  done,  I will  be  guided  by 
the  luck  which  shall  attend  this  spider.  Tf  the  insect 
shall  make  another  effort  to  fix  its  thread,  and  shall  be 
successful,  I will  venture  a seventh  time  to  try  my  for- 
tune in  Scotland ; but  if  the  spider  shall  fail,  I will  go 
to  the  wars  in  Palestine,  and  never  return  to  my  native 
country  more.55 

5.  While  Bruce  was  forming  this  resolution,  the  spider 
made  another  exertion  with  all  the  force  it  could  muster, 
and  fairly  succeeded  in  fastening  its  thread  to  the  beam 
which  it  had  so  often  in  vain  attempted  to  reach.  Bruce, 


FOURTH  READER. 


197 


seeing  the  success  of  the  spider,  resolved  to  try  his  own 
fortune ; and  as  he  had  never  before  gained  a victory,  so 
he  never  afterward  sustained  any  considerable  or  decisive 
check  or  defeat.  I have  often  met  with  people  of  the 
name  of  Bruce  so  completely  persuaded  of  the  truth  of 
this  story  that  they  would  not  on  any  account  kill  a 
spider,  because  it  was  that  insect  which  had  shown  the 
example  of  perseverance,  and  given  a signal  of  good  luck, 
to  their  great  namesake. 

6.  Having  determined  to  renew  his  efforts  to  obtain 
possession  of  Scotland,  notwithstanding  the  smallness  of 
the  means  which  he  had  for  accomplishing  so  great  a pur- 
pose, the  Bruce  removed  himself  and  his  followers  from 
Rachlin  to  the  island  of  Arran,  which  lies  in  the  Firth 
of  Clyde.  The  king  landed,  and  inquired  of  the  first 
woman  he  met  what  armed  men  were  on  the  island.  She 
returned  for  answer  that  there  had  arrived  there  very 
lately  a body  of  armed  strangers,  wdio  had  defeated  an 
English  officer — the  governor  of  the  castle  of  Brodick 
— had  killed  him  and  most  of  his  men,  and  were  now 
amusing  themselves  with  hunting  about  the  island. 

7.  The  king,  having  caused  himself  to  be  guided  to 
the  woods  which  these  strangers  most  frequented,  there 
blew  his  horn  repeatedly.  Now,  the  chief  of  the  stran- 
gers who  had  taken  the  castle  was  James  Douglas,  one 
of  the  best  of  Bruce’s  friends,  and  he  was  accompanied 
by  some  of  the  bravest  of  that  patriotic  band. 

8.  When  he  heard  Robert  Bruce’s  horn,  he  knew  the 
sound  well,  and  cried  out  that  yonder  was  the  king — he 
knew  by  his  manner  of  blowing.  So  he  and  his  com- 
panions hastened  to  meet  King  Robert,  and  there  was 
great  joy  on  both  sides ; while,  at  the  same  time,  they 
could  not  help  weeping  when  they  considered  their  own 


198 


FOURTH  READER. 


forlorn  condition,  and  the  great  loss  that  had  taken  place 
among  their  friends  since  they  had  last  parted.  But  they 
were  stout-hearted  men,  and  looked  forward  to  freeing 
their  country,  in  spite  of  all  that  had  yet  happened. 

Sir  Walter  Scott. 

For  Preparation.— I.  From  “ Tales  of  a Grandfather,' ” First  Series. 
“ Holy  Land  ” (this  was  a short  time  after  the  eighth  Crusade).  Who  were 
the  Saracens  ? Palestine— where  ? Location  of  Rachlin  (Rathlin)  (on  the 
northeastern  coast  of  Ireland)  and  Arran  ? 

II.  Dif-fi-eul-tieg,  re-Qeiv'-ing,  wretch'-ed  (retch'-),  resign'  (-zin'), 
of'-ten  (of'n),  fre-qnent'-ed. 

III.  Why  is  which  (2)  used,  instead  of  ivho , to  relate  to  the  spider  ? 
“ Best  to  be  done  ” (4) — what  word  for  best , when  no  comparison  is  in- 
tended ? — when  comparison  between  two  objects  ? Of  what  use  is  the 
word  “ more  ” after  return  ? (end  of  4.) 

IV.  Incident,  tradition,  intelligence,  deliberating,  transport,  infidels, 
cabin,  exertion,  considerable,  decisive,  defeat,  patriotic,  yonder.  “ While 
he  was  divided  ” (body  or  mind  ?). 

V.  “ Superstition  of  his  age  ” (2).  Was  not  the  act  of  Bruce,  in  casting 
his  fate  upon  luck,  also  a superstitious  act  ? Is  not  a superstitious  habit 
also  mentioned  of  people  of  his  name  ? (5.) 


LXXIII. — THE  SWIFTEST  RUNNERS. 

EXAMPLE  OF  “ RIDICULE55  FOR  THE  COMPOUND  SLIDES. 

There  was  a prize'  offered — or  rather  two'  prizes,  a 
large'  and  a small'  one — for  the  greatest  speed\  not  in  a 
single'  race,  but  to  snch  as  had  raced  the  whole  year \ 

“ lv  took  the  firstA  prize,”  said  the  Hare'.  “ One  had 
a right  to  expect  justicev  when  one’s  own  familyA  and 
best  friendsA  were  in  the  conncil ; bnt  that  the  Snail* 
should  have  got  the  second*  prizev,  I consider  as  almost 
an  insultf  to  me*” 


FOURTH  READER . 


199 


“No,”  observed  the  Fence-rail',  who  had  been  a wit- 
ness to  the  distribution  of  the  prizes ; “ you  must  take 
diligence ' and  good-willA  into  consideration.  The  Snailv, 
to  be  sure,  took  half  a year*  to  cross  the  thresholdA ; 
but  he  broke  his  thigh-bonev  in  the  haste'  he  made.  lie 
devoted  himself  entirely*  to  this  raceA ; and,  moreover, 
he  ran  with  his  house*  on  his  back.  And  so  hev  took  the 
second*  prize.” 

“ I think  my*  claims  might  also  have  been  taken  into 
account,”  said  the  Swallow\  “More  speedy  than  Iv,  in 
flight  and  motion,  I believe  no  one  has  shown'  himself. 
And  where  have  I not  been  ? Far,  far  away' ! ” 

“ And  that  is  just  your  misfortuneA,”  said  the  Fence- 
rail.  “You  gad  about*  too  much.  You  are  always*  on 
the  wingT 

“ I can  declare  upon  my  honor'  that  each  prize — at 
least,  as  far  as  myw  voice  in  the  matter  went — was  accorded 
with  strict  justice" ,”  said  the  old  Sign-post'  in  the  wood. 
“ My  plan  was  to  give  the  first*  prize  to  one  of  th e,  first? 
letters*  in  the  alphabet,  and  the  second ? prize  to  one  of  the 
last*  letters.  If  you  will  be  so  good  as  to  grant  me  your 
attention,  I will  explain'  it  to  you.  The  eighthv  letter  in 
the  alphabet  from  Av  is  H* ; that  stands  for  Hare \ and 
therefore  I awarded  the  greatest?  prize  to  the  Hare*  ; and 
the  eighth  letter  from  the  end V is  S*,  therefore  the  Snail* 
obtained  the  second*  prize.  Everything  should  go  by 
rule".  Rulea  must  precede  merit'.” 

“7V  should  certainly  have  voted  for  myself A,  had  I 
not  been  among  th q judges' f said  the  Mule'.  “ There  is 
one*  thing  which  ought  never  to  be  disregarded' : it  is 
called  The  Beautiful'.  I saw  that*  in  the  Hards*  charm- 


200 


FOURTH  READER. 


ing,  well-grown  ears*;  it  is  quite  a pleasure  to  see  how 
long ' they  are.  I fancied  that  I beheld  myself * when  I 
was  little \ and  so  I voted  for  him*.  I must  say,  I expect 
great  things  from  th z future — we  have  made  so  good  a 

beginning  .”  Hans  Christian  Andersen. 


LXXIV.— OFT  IN  THE  STILLY  NIGHT. 

1.  Oft  in  the  stilly  night, 

Ere  Slumbers  chain  has  bound  me, 
Fond  Memory  brings  the  light 
Of  other  days  around  me  : 

The  smiles,  the  tears 
Of  boyhood’s  years, 

The  words  of  love  then  spoken  ; 

The  eyes  that  shone, 

Now  dimmed  and  gone, 

The  cheerful  hearts  now  broken  ! 

Thus,  in  the  stilly  night, 

Ere  Slumber’s  chain  has  bound  me, 
Sad  Memory  brings  the  light 
Of  other  days  around  me. 

2.  When  I remember  all 

The  friends,  so  linked  together, 

I’ve  seen  around  me  fall, 

Like  leaves  in  wintry  weather, 

I feel  like  one 
Who  treads  alone 
Some  banquet-hall  deserted, 

Whose  lights  are  fled, 

Whose  garlands  dead, 

And  all  but  he  departed ! 


FOURTH  READER. 


201 


Thus,  in  the  stilly  night, 

Ere  Slumber’s  chain  has  bound  me, 

Sad  Memory  brings  the  light 
Of  other  days  around  me. 

Thomas  Moore. 


For  Preparation. — I.  Compare  the  sad  feeling  of  this  poem  with  that 
of  Hood’s  “ I Remember,”  or  of  Longfellow’s  “ Rainy  Day.”  (In  this  one, 
and  in  Hood’s,  memory  of  the  past  brings  sadness,  because  of  its  contrast 
with  the  present,  which  has  lost  the  charming  personal  relations  that  were 
enjoyed  in  the  past.  The  present  condition  is  empty — only  a shell — the 
delightful  social  meetings  of  other  days  being  only  suggested,  but  no  longer 
contained  in  it.)  (This  poem,  like  Lesson  XLVII.,  is  intended  to  be  sung 
rather  than  read.  It  is  inserted  here  to  afford  practice  in  reading  this  diffi- 
cult species  of  poetry.) 

II.  Mem'-o-ry,  linked,  ban'-quet-hall,  de-part'-ed,  de-§ert'-ed, 
shone  (shon),  gone  (gon). 

III.  Mark  the  feet,  underscoring  the  accented  syllables  in  the  first  four 
lines.  Why  are  “Slumber”  and  “Memory”  printed  with  capitals  ? 

IY.  Dimmed,  banquet-hall,  garlands. 

Y.  Point  out  the  similes  in  this  piece  (i.  e.,  comparisons,  or  figures  of 
speech , expressed  by  like  or  as) ; also  the  personifications  (inanimate  things 
made  to  act  as  persons — Slumber,  Memory). 


LXXV.— HARVEY  BIRCH. 

1.  “ What  animal  is  moving  through  the  field  on  our 
right  ? ” 

“’Tis  a man,”  said  Mason,  looking  intently  at  the 
suspicious  object. 

“ By  his  hump,  ’tis  a dromedary ! ” added  the  cap- 
tain, eying  it  keenly.  Wheeling  his  horse  suddenly 
from  the  highway,  he  exclaimed,  “ Harvey  Birch  ! Take 
him,  dead  or  alive  ! ” 

Mason,  and  a few  of  the  leading  dragoons  only,  under- 
stood the  sudden  cry,  but  it  was  heard  throughout  the 


202 


FOURTH  READER. 


line.  A dozen  of  the  men,  with  the  lieutenant  at  their 
head,  followed  the  impetuous  Lawton,  and  their  speed 
threatened  the  pursued  with  a sudden  termination  of  the 
race. 

2.  Birch  prudently  kept  his  position  on  the  rock, 
where  he  had  been  seen  by  Henry  Wharton,  until  even- 
ing had  begun  to  shroud  the  surrounding  objects  in 
darkness.  From  this  height  he  had  observed  all  the 
events  of  the  day  as  they  occurred.  He  had  watched 
with  a beating  heart  the  departure  of  the  troops  under 
Dunwoodie,  and  with  difficulty  had  curbed  his  impa- 
tience until  the  obscurity  of  night  should  render  his 
moving  free  from  danger. 

3.  He  had  not,  however,  completed  a fourth  of  his 
way  to  his  own  residence,  when  his  quick  ear  distinguished 
the  tread  of  the  approaching  horse.  Trusting  to  the 
increasing  darkness,  he  determined  to  persevere.  By 
crouching,  and  moving  quickly  along  the  surface  of  the 
ground,  he  hoped  yet  to  escape  unseen. 

4.  Captain  Lawton  was  too  much  engrossed  with  the 
foregoing  conversation  to  suffer  his  eyes  to  indulge  in 
their  usual  wanderings ; and  the  peddler,  perceiving  by 
the  voices  that  the  enemy  he  most  feared  had  passed, 
yielded  to  his  impatience,  and  stood  erect,  in  order  to 
make  greater  progress.  The  moment  his  body  rose  above 
the  shadow  of  the  ground  it  was  seen,  and  the  chase  com- 
menced. 

5.  For  a single  instant  Birch  was  helpless,  his  blood 
curdling  in  his  veins  at  the  imminence  of  the  danger,  and 
his  legs  refusing  their  natural  and  necessary  office.  But 
it  was  only  for  a moment.  Casting  down  his  pack  where 
he  stood,  and  instinctively  tightening  the  belt  he  wore, 


FOURTH  READER. 


203 


the  peddler  betook  himself  to  flight.  He  knew  that, 
while  bringing  himself  on  a line  with  his  pursuers  and 
the  wood,  his  form  would  be  lost  to  sight. 

6.  This  he  soon  effected,  and  was  straining  every 
nerve  to  gain  the  wood  itself,  when  several  horsemen  rode 
by  him  a short  distance  on  his  left,  and  cut  him  off 
from  this  place  of  refuge.  The  peddler  threw  himself  on 
the  ground  as  they  came  near  him,  and  was  passed  un- 
seen. 

7.  But  delay  now  became  too  dangerous  for  him  to 
remain  in  that  position.  He  accordingly  arose,  and,  still 
keeping  in  the  shadow  of  the  wood,  along  the  skirts  of 
which  he  heard  voices  crying  to  each  other  to  be  watch- 
ful, he  ran  with  incredible  speed  in  a parallel  line,  but 
in  an  opposite  direction,  to  the  march  of  the  dragoons. 

8.  The  confusion  of  the  chase  had  been  heard  by  the 
whole  of  the  men,  though  none  distinctly  understood  the 
order  of  Lawton  but  those  who  followed.  The  remain- 
der were  lost  in  doubt  as  to  the  duty  that  was  required 
of  them ; and  the  cornet  was  making  eager  inquiries 
of  the  trooper  near  him  on  the  subject,  when  a man, 
at  a short  distance  in  his  rear,  crossed  the  road  at  a single 
bound. 

9.  At  the  same  instant  the  stentorian  voice  of  Law- 
ton  rang  through  the  valley,  shouting : “ Harvey  Birch  ! 
Take  him,  dead  or  alive!”  Fifty  pistols  lighted  the 
scene,  and  the  bullets  whistled  in  every  direction  round 
the  head  of  the  devoted  peddler.  A feeling  of  despair 
seized  his  heart,  and  in  the  bitterness  of  that  moment  he 
exclaimed  : “ Hunted  like  a beast  of  the  forest ! ” 

10.  He  felt  life  and  its  accompaniments  to  be  a bur- 
den, and  was  about  to  yield  himself  to  his  enemies.  Na- 


204 


FOURTH  READER . 


ture,  however,  prevailed.  If  taken,  there  was  great  rea- 
son to  apprehend  that  he  would  not  be  honored  with  the 
forms  of  a trial,  but  that,  most  probably,  the  morning’s 
sun  would  witness  his  ignominious  execution ; for  he  had 
already  been  condemned  to  death,  and  had  only  escaped 
that  fate  by  stratagem. 

11.  These  considerations,  with  the  approaching  foot- 
steps of  his  pursuers,  aroused  him  to  new  exertions.  He 
again  fled  before  them.  A fragment  of  a wall,  that  had 
withstood  the  ravages  made  by  war  in  the  adjoining  fences 
of  the  wood,  fortunately  crossed  his  path.  He  hardly 
had  time  to  throw  his  exhausted  limbs  over  this  barrier, 
before  twenty  of  his  enemies  reached  its  opposite  side. 

12.  Their  horses  refused  to  take  the  leap  in  the  dark, 
and,  amid  the  confusion  of  the  rearing  chargers  and  the 
execrations  of  their  riders,  Birch  was  enabled  to  gain  a 
sight  of  the  base  of  a hill,  on  whose  summit  was  a place 
of  perfect  security.  The  heart  of  the  peddler  now  beat 
high  with  hope,  when  the  voice  of  Captain  Lawton  again 
rang  in  his  ears,  shouting  to  his  men  to  make  room. 

13.  The  order  was  obeyed,  and  the  fearless  trooper 
rode  at  the  wall  at  the  top  of  his  horse’s  speed,  plunged 
the  rowels  into  his  charger,  and  flew  over  the  obstacle  in 
safety.  The  triumphant  hurrahs  of  the  men,  and  the 
thundering  tread  of  the  horse,  too  plainly  assured  the 
peddler  of  the  imminence  of  his  danger.  He  was  nearly 
exhausted,  and  his  fate  no  longer  seemed  doubtful. 

14.  “ Stop,  or  die ! ” was  uttered  above  his  head,  and 
in  fearful  proximity  to  his  ears. 

Harvey  stole  a glance  over  his  shoulder,  and  saw, 
within  a bound  of  him,  the  man  he  most  dreaded.  By 
the  light  of  the  stars  he  beheld  the  uplifted  arm  and  the 


FOURTH  READER. 


205 


threatening  saber.  Fear,  exhaustion,  and  despair  seized 
his  heart,  and  the  intended  victim  fell  at  the  feet  of  the 
dragoon.  The  horse  of  Lawton  struck  the  prostrate  ped- 
dler, and  both  steed  and  rider  came  violently  to  the  earth. 

15.  As  quick  as  thought,  Birch  was  on  his  feet  again, 
with  the  sword  of  the  discomfited  dragoon  in  his  hand. 
Vengeance  seems  but  too  natural  to  human  passions. 
There  are  few  who  have  not  felt  the  seductive  pleasure 
of  making  our  injuries  recoil  on  their  authors ; and  yet 
there  are  some  who  know  how  much  sweeter  it  is  to 
return  good  for  evil. 

16.  All  the  wrongs  of  the  peddler  shone  on  his  brain 

with  a dazzling  brightness.  For  a moment  the  demon 
within  him  prevailed,  and  Birch  brandished  the  powerful 
weapon  in  the  air ; in  the  next,  it  fell  harmless  on  the 
reviving  but  helpless  trooper.  The  peddler  vanished  up 
the  side  of  the  friendly  rock.  James  Fenimorc  Cooper. 


For  Preparation. — I.  In  “ The  Spy,”  Cooper  makes  Harvey  Birch  to 
be  a secret  spy,  through  whom  Washington  gets  intelligence  of  the  plans  and 
movements  of  the  British.  He  is  obliged  to  play  a part  that  makes  him 
suspected  by  the  American  troops,  and  they  constantly  endeavor  to  capture 
him.  Captain  Lawton,  of  Dunwoodie’s  Virginia  cavalry,  has  succeeded  in 
this  twice,  but  Harvey  has  escaped  both  times,  although  condemned  to 
death  on  the  second  occasion.  He  was  allowed  by  the  American  com- 
mander to  enter  into  the  service  of  the  British  general,  and  this  circum- 
stance heightened  the  difficulty  and  danger  of  his  delicate  position  in  the 
greatest  degree.  In  the  extract  given  here,  we  have  a vivid  account  of 
one  of  his  narrow  escapes  from  Lawton’s  troops. 

II.  Sus-pi'-cioiis  (-pish'us),  yield'-ed,  vein§,  val'-ley,  strat'-a-gem, 
p&d'-dler,  e^-haust'-ed,  ey'-ing,  lieu-tSn'-ant,  height  (hit),  nerve,  par'- 
al-lel,  ea'-ger,  in-quir'-ie§,  seized,  rea'-§on  (-zn),  rear'-ing,  pre- vailed'. 

III.  Change  the  following  so  as  to  indicate  more  than  one:  Man,  woman, 
child,  ox,  thou,  he,  it,  son-in-law. 

IV.  Intently,  dromedary,  dragoons,  impetuous,  termination,  prudently, 
obscurity,  persevere,  crouching,  engrossed,  indulge,  erect,  curdling,  immi- 


206 


FOURTH  READER. 


nence  (and  eminence),  instinctively,  incredible,  stentorian,  apprehend,  igno- 
minious, execution,  condemned,  stratagem,  ravages,  exhausted,  barrier, 
rowels,  charger,  triumphant,  proximity,  saber,  prostrate,  discomfited,  bran- 
dished, recoil. 

V.  “ Curbed  his  impatience  ” (as  an  impatient  horse  i3  curbed  by  the 
rein  and  bit). 


LXXVI.— BURIAL  OF  SIR  JOHN  MOORE. 

1.  Not  a drum  was  heard,  nor  a funeral  note, 

As  his  corse  to  the  rampart  we  hurried ; 

Not  a soldier  discharged  his  farewell  shot 
O’er  the  grave  where  our  hero  we  buried. 

2.  We  buried  him  darkly,  at  dead  of  night, 

The  sods  with  our  bayonets  turning, 

By  the  struggling  moonbeams’  misty  light, 

And  the  lantern  dimly  burning. 

3.  No  useless  coffin  inclosed  his  breast, 

Nor  in  sheet  nor  in  shroud  we  wound  him ; 

But  he  lay,  like  a warrior  taking  his  rest, 

With  his  martial  cloak  around  him. 

4.  Few  and  short  were  the  prayers  we  said. 

And  we  spoke  not  a word  of  sorrow ; 

But  we  steadfastly  gazed  on  the  face  of  the  dead, 

And  we  bitterly  thought  of  the  morrow. 

5.  We  thought,  as  we  hollowed  his  narrow  bed, 

And  smoothed  down  his  lonely  pillow, 

That  the  foe  and  the  stranger  would  tread  o’er  his 
head, 

And  we  far  away  on  the  billow ! 


FOURTH  READER. 


207 


6.  Lightly  they’ll  talk  of  the  spirit  that’s  gone, 

And  o’er  his  cold  ashes  npbraid  him ; 

But  little  he’ll  reck,  if  they  let  him  sleep  on, 

In  the  grave  where  a Briton  has  laid  him ! 

7.  But  half  of  our  heavy  task  was  done 

When  the  clock  tolled  the  hour  for  retiring, 

And  we  heard  the  distant  and  random  gun 
That  the  foe  was  sullenly  firing. 

8.  Slowly  and  sadly  we  laid  him  down, 

From  the  field  of  his  fame  fresh  and  gory  ! 

We  carved  not  a line,  we  raised  not  a stone, 

But  we  left  him  alone  in  his  glory. 

Charles  Wolfe. 

For  Preparation. — I.  Lord  Byron  pronounced  this  poem  the  most  per- 
fect in  the  language.  Sir  John  Moore  was  killed  by  a cannon-ball  at  Co- 
runna, Spain,  in  1809.  His  army  repulsed  Marshal  Soult,  one  of  Napoleon’s 
generals,  but  embarked  for  England  immediately  afterward. 

II.  Bay'-o-nets,  war'-rior  (wor'yur),  strug'-gling,  bur'-ied  (ber'-id). 

III.  Explain  the  use  of  the  apostrophe  in  o’er,  they'll,  he'll , that's. 

IV.  Corse,  rampart,  random,  sullenly,  upbraid,  reck. 

V.  Make  a list  of  rhymes  used  in  this  poem,  and  mark  the  imperfect 
ones  (note,  shot ; hurried,  buried ; down,  stone).  Divide  the  lines  of  the 
first  stanza  into  feet,  marking  the  accented  syllables  (“Not  a drum  | was 
heard , | nor  a fu - | neral  note").  Do  you  pronounce  gone  so  as  to  rhyme 
with  on,  or  with  lawn  ? (See  Lesson  LXXIY.) 


LXXVII.— THE  CASTLE  BY  THE  SEA. 

EXAMPLE  OF  JOYOUS  AND  SAD  EXPRESSION  FOR  THE  SIMPLE 
RISING  AND  FALLING  SLIDES. 

[The  happy  spirit  of  the  questions  requires  faster  time, 
and  louder  and  smoother  force,  and  longer  slides,  and 
clearer,  happier,  tones,  to  express  the  cumulating,  eager 


208 


FOURTH  READER. 


joy;  while  the  sad  spirit  of  the  answers  requires  slow 
and  slower  time,  with  softer  force,  and  shorter  slides,  and 
a slightly  abrupt  stress,  to  give  the  cumulating  sorrow  so 
vividly  suggested.] 

“ Hast  thou  seen'  that  lordly'  castle\ 

That  castle  by  the  sea'  ? 

Golden  and  red)  above  it 
The  clouds'  float  gorgeously' . 

“ And  fain  it  would  stoop  downward ' 

To  the  mirrored  wave ' below ; 

And  fain  it  would  soar  upward' 

In  the  evening’s  crimson  glow.’5 

“ Well'  have  I seen  that  castle ', 

That  castle  by  the  sea\ 

And  the  moon ' above  it  standing, 

And  the  mist'  rise  solemnly' 

“ The  winds  and  the  waves'  of  ocean, 

Had  they  a merry'  chime  ? 

Didst  thou  hear,  from  those  lofty  chambers, 

The  harp'  and  the  minstreVs'  rhyme  ? ” 

“ The  winds  and  the  waves  of  ocean', 

They  rested'  quietly' ; 

But  I heard  on  the  gale’  a sound  of  wail', 

And  tears'  came  to  mine  eye.” 

“ And  sawest  thou  on  the  turrets 

The  Icing'  and  his  royal  bride'  ? — 

And  the  wave  of  their  crimson  mantles'  ?— 
And  the  golden  crown  of  pride'  f 


FOURTH  READER. 


209 


“Led  they  not  forth,  in  rapture, 

A beauteous  maiden2 3 4 5 * 7  there, 

Resplendent  as  the  morning  sun', 

Beaming  with  golden  hair'  ? ” 

“ WeW  saw  I the  ancient  parents , 

Without'  the  crown  oi pride" ; 

They  were  moving  slow~,  in  weeds  of  woe ' / 
No  maiden ' was  by  their  side ! ” 

Uhland  ( translated  by  H.  W.  Longfellow). 


LXXVIII. — HOHENLINDEN. 

1.  On  Linden,  when  the  sun  was  low, 

All  bloodless  lay  th’  untrodden  snow, 

And  dark  as  winter  was  the  flow 

Of  Iser,  rolling  rapidly. 

2.  But  Linden  saw  another  sight, 

When  the  drum  beat  at  dead  of  night, 
Commanding  fires  of  death  to  light 

The  darkness  of  her  scenery. 

3.  By  torch  and  trumpet  fast  arrayed, 

Each  horseman  drew  his  battle-blade, 

And  furious  every  charger  neighed, 

To  join  the  dreadful  revelry. 

4.  Themshook  the  hills,  with  thunder  riven; 
Then  rushed  the  steed,  to  battle  driven ; 
And,  louder  than  the  bolts  of  heaven, 

Ear  flashed  the  red  artillery. 

5.  But  redder  yet  that  light  shall  glow 

On  Linden’s  hills  of  stained  snow, 

14 


FOURTH  READER. 

And  bloodier  yet  the  torrent  flow 
Of  Iser,  rolling  rapidly. 

?Tis  morn,  but  scarce  yon  lurid  sun 
Can  pierce  the  war-clouds,  rolling  dun, 

Where  furious  Frank  and  fiery  Hun 
Shout  in  their  sulpli’rous  canopy. 

The  combat  deepens.  On,  ye  brave, 

Who  rush  to  glory  or  the  grave ! 

Wave,  Munich  ! all  thy  banners  wave, 

And  charge  with  all  thy  chivalry ! 

Few,  few  shall  part  where  many  meet ! ^ 

The  snow  shall  be  their  winding-sheet, 

And  every  turf  beneath  their  feet 
Shall  be  a soldier’s  sepulcher. 

d'homas  Campbell. 


For  Preparation. — I.  Campbell,  at  the  age  of  twenty-three,  on  a visit  to 
Germany  to  study  its  literature,  witnessed,  from  a safe  position,  this  battle 
between  the  French  (“  furious  Frank  ”),  under  Moreau,  and  the  Austrians 
(“  fiery  Hun,”  named  from  the  Huns,  who  settled  in  Austria,  or  Hungary, 
after  overrunning  Europe  in  the  fifth  century),  under  Archduke  John. 
(Hohenlinden  means  linden  [kind  of  tree]  heights.)  Find,  on  the  map,  the 
I'§er,  and  trace  its  waters  to  the  sea.  Mu'ni-eh  is  the  capital  of  Bavaria ; 
find  it  on  the  map. 

IT.  Sgen'-er-y,  neighed  (nad),  pierce,  sol'-dier  (-jer),  sep'-ul-eher 
(-kur),  roll'-ing,  sight  (sit),  tor '-rent. 

III.  “ Sulph’rous  ” — why  u omitted  ? Explain  the  meaning  of  the  pre= 
fix  nn  and  the  suffix  en  in  untrodden.  Note  the  alliteration  in  this  poem 
(recurrence  of  l (1),  d (2),  by  battle-blade  (3),  /,  far  flashed  (4),  etc.). 

IV.  “Dead  of  night,”  arrayed,  charger,  revelry,  riven,  “bolts  of 
heaven,”  artillery,  dun,  canopy,  combat,  banners,  chivalry,  winding-sheet, 
“ fires  of  death.” 

V.  Note  the  succession  of  scenes  and  their  contrasts : (1)  Snow  un- 
trodden; bloodless;  near  sunset;  dark  and  rapid  river.  (2)  The  night  fol- 


210 


6. 


7. 


8. 


FOURTH  READER. 


211 


lows ; drums  beat  the  alarm ; torches  light  up  the  troops  arrayed  for  battle. 

(3)  The  charging  of  squadrons,  and  the  flashing  and  thundering  of  artillery. 

(4)  Morning;  but  the  sun  is  lurid  as  seen  through  the  smoke  rising  from 
the  field.  (5)  Munich  (the  Bavarians  were  allies  of  the  French  in  this  battle) 
troops  are  distinguished  in  the  fierce  charges.  (6)  On  the  hills  of  blood- 
stained snow  lie  seven  thousand  Austrian  and  five  thousand  French  soldiers, 
dead  or  wounded. 


LXXIX.— OVER  THE  RIVER. 

1.  Over  the  river  they  beckon  to  me, 

Loved  ones  who’ve  crossed  to  the  farther  side ; 
The  gleam  of  their  snowy  robes  I see, 

But  their  voices  are  lost  in  the  dashing  tide. 
There’s  one,  with  ringlets  of  sunny  gold, 

And  eyes  the  reflection  of  heaven’s  own  blue ; 
He  crossed  in  the  twilight  gray  and  cold, 

And  the  pale  mist  hid  him  from  mortal  view. 
We  saw  not  the  angels  who  met  him  there ; 

The  gates  of  the  city  we  could  not  see : 

Over  the  river,  over  the  river, 

My  brother  stands  waiting  to  welcome  me. 

2.  Over  the  river  the  boatman  pale 

Carried  another,  the  household  pet ; 

Her  brown  curls  waved  in  the  gentle  gale — 
Darling  Minnie  ! I see  her  yet. 

She  crossed  on  her  bosom  her  dimpled  hands, 
And  fearlessly  entered  the  phantom-bark ; 

We  felt  it  glide  from  the  silver  sands, 

And  all  our  sunshine  grew  strangely  dark. 

We  know  she  is  safe  on  the  farther  side, 

Where  all  the.  ransomed  and  angels  be  : 

Over  the  river,  the  mystic  river, 

My  childhood’s  idol  is  waiting  for  me. 


212 


FOURTH  READER . 


3.  For  none  return  from  those  quiet  shores, 

Who  cross  with  the  boatman  cold  and  pale ; 

We  hear  the  dip  of  the  golden  oars, 

And  catch  a gleam  of  the  snowy  sail, 

And  lo  ! they  have  passed  from  our  yearning  heart ; 

They  cross  the  stream  and  are  gone  for  aye. 

We  may  not  sunder  the  veil  apart 

That  hides  from  our  vision  the  gates  of  day ; 

We  only  know  that  their  barks  no  more 
May  sail  with  us  o’er  life’s  stormy  sea ; 

Yet  somewhere,  I know,  on  the  unseen  shore, 

They  watch,  and  beckon,  and  wait  for  me. 

4.  And  I sit  and  think,  when  the  sunset’s  gold 

Is  flushing  river,  and  hill,  and  shore, 

I shall  one  day  stand  by  the  wTater  cold, 

And  list  for  the  sound  of  the  boatman’s  oar ; 

I shall  watch  for  a gleam  of  the  flapping  sail, 

I shall  hear  the  boat  as  it  gains  the  strand ; 

I shall  pass  from  sight  with  the  boatman  pale, 

To  the  better  shore  of  the  spirit- land  ; 

I shall  know’  the  loved  wdio  have  gone  before, 

And  joyfully  sweet  will  the  meeting  be, 

When  over  the  river,  the  peaceful  river, 

The  angel  of  death  shall  carry  me. 

Nancy  Priest  Wakefield. 

For  Preparation. — I.  The  authoress  lived  on  the  banks  of  the  Con- 
necticut River.  Do  you  think  there  may  be  something  in  this  fact  that 
suggested  the  imagery  of  the  piece  (see  fourth  stanza),  or  was  it,  rather,  the 
allegory  in  the  “Pilgrim’s  Progress”  ? 

II.  Beck'-on  (bek'n),  re-fle-e'-tion  (-shun),  view  (vu),  rfng'-lets,  w8F- 
eome,  boat'-man,  veil. 

III.  Why  is  ha  omitted  in  who’ve  ? — i in  there’s  ? Difference  in  mean- 
ing caused  by  adding  let  to  ring  ? 


FOURTH  READER. 


213 


IY.  Gleam,  phantom,  ransomed,  mystic,  dimpled,  11  childhood’s  idol.” 

Y.  Is  the  metaphor,  “ their  barks  no  more  may  sail  with  us  o’er  life’s 
stormy  sea  ” (3),  in  keeping  with  the  fundamental  metaphor  of  the  poem, 
in  which  we  stand  on  the  bank  of  a river  ? (If  they  had  had  barks  of 
their  own,  and  were  used  to  the  terrors  of  the  “ stormy  sea,”  a mere  river 
would  scarcely  be  the  gulf  of  separation  that  it  is.  This  is  called  “ mixed 
metaphor.”) 


LXXX. — A LETTER  OF  DR,  FRANKLIN, 

Easton,  Pa.,  Saturday  Morning , November  13,  1756. 

My  dear  Child  : 

I wrote  to  you  a few  days  since  by  a special  messen- 
ger, and  inclosed  letters  for  all  our  wives  and  sweet- 
hearts : expecting  to  hear  from  you  by  his  return,  and  to 
have  the  Northern  newspapers  and  English  letters,  per  the 
packet ; but  he  is  just  now  returned,  without  a scrap  for 
poor  us.  So  I had  a good  mind  not  to  write  you  by  this 
opportunity  ; but  I can  never  be  ill-natured  enough,  even 
when  there  is  the  most  occasion.  The  messenger  says 
he  left  the  letters  at  your  house,  and  saw  you  afterward 
at  Mr.  Dentic’s,  and  told  you  wdien  he  would  go,  and 
that  he  lodged  at  Honey’s,  next  door  to  you,  and  yet  you 
did  not  write ; so  let  Goody  Smith  give  one  more  just 
judgment,  and  say  what  should  be  done  to  you.  I think 
I won’t  tell  you  that  we  are  well,  nor  that  we  expect  to 
return  about  the  middle  of  the  week,  nor  will  send  you 
a wrord  of  news ; that’s  poz.  My  duty  to  mother,  love 
to  the  children  and  to  Miss  Betsey  and  Gracey,  etc.,  etc. 

I am  your  loving  husband, 

Benjamin  Franklin. 

P.  S. — I have  scratched  out  the  loving  words , being 
v/ritten  in  haste  by  mistake,  when  I forgot  I was  angry . 


214 


FOURTH  READER. 


For  Preparation. — I.  A letter  of  Dr.  Franklin  to  his  wife  (he  married 
Deborah  Read). 

II.  Spe’-cial  (spesh'ai),  jiidg'-ment,  done,  scratched. 

III.  In  the  above  letter,  point  out  what  is  called  the  date.  What  items 
docs  it  include  ? (Name  of  post-office,  town,  or  city,  and  State  [and,  if  the 
place  is  small,  the  county],  day  of  month,  and  year.)  Point  out  the  address  ; 
— the  subscription.  Where  should  the  superscription  be  ? (On  the  envelope 
of  the  letter,  thus : 

Mrs.  Deborah  Franklin, 

Philadelphia,  Pa.) 

What  does  “ P.  S.”  mean  ? 

IV.  Inclosed,  return,  packet,  scrap,  opportunity,  occasion,  lodged. 

V.  Notice  the  humor  of  the  style.  (He  pretends  to  be  angry,  and  to 
forget  that  he  is  angry ; then  to  remember  it,  and  scratch  out  the  loving 
words  ; calls  himself  “ we,”  and  “ poor  us  ” ; calls  his  wife  “ all  our  wives 
and  sweethearts  ” ; playfully  says  that  he  won’t  tell  her  that  he  is  well,  etc., 
and  tells  it  all.)  “That’s  poz ” (positively  so).  Write  a letter  to  some 
friend,  and  give  an  account  of  your  visit  to  the  country,  or  of  some  other 
event  that  you  may  select,  taking  care  to  have  the  date , address , subscrip * 
tion)  and  superscription  right. 


LXXXI.— LITTLE  HAL 

EXAMPLE  FOR  VARIED  AND  IMPASSIONED  EXPRESSION. 

“ Old  Ironsides'  at  anchor'  lay, 

In  the  harbor  of  Mahon' ; 

A dead  c-a-l-m'  rested  on  the  bay — 

The  w-a-v-e-s  to  s-l-e-e-p'  had  gone — 
When  little  IIal\  the  captain’s'  son, 

A lad  both  Er-a-v-e  and  g-o-o-d' , 

In  sport  up  shroud  and  rigging  ran, 

And  on  the  m-a-i-n'  - truck  stood  ! 

“ A shudder ' shot  through  every  vein"  / 

All  eyes  were  turned  on  high' ; 

There,  stood  the  boy,  with  dizzy ' brain, 
Between  the  s-e-a'  and  s-Jc-y\ 


FOURTH  READER. 


215 


No  h-o-l-d'  had  he  above' , below '/ 

A-l-o-n-e'  he  stood  in  aiF: 

To  that  f-a-F  height  none  d-a-r-e-d  to  go — 

No  a-i-d ' conld  r-e-a-c- E him  there.55 

[The  word  u shndder  55  is  very  abrupt  in  emphasis ; it 
expresses  sudden  pain  and  fear.  The  first  syllable -is 
short , and  time  can  not  be  given  to  it.  Sound  sharply  the 
“ sh”  with  a little  prolongation,  to  aspirate  it,  and  bring 
out  thus  the  shock  and  terror .] 

“ We  g-a-z-e-d,  but  not  a man  could  speak ' / 

With  horroF  a-lA  aghast, 

In  groups,  with  pallid  brow  and  cheek, 

We  watched ' the  quivering  mast\ 

The  atmosphere  grew  thick ' and  hot\ 

A nd  of  a l-u-rid  hue, 

As,  riveted  unto  the  spot, 

Stood  officers  and  crew'.55 

[Half  whisper  the  word  “ horror,55  to  suit  the  quality 
of  voice  to  the  spirit — on  the  general  principle  that  all 
painful,  disagreeable  ideas  demand  the  disagreeable  aspi- 
ration ; all  pure  and  pleasing  ideas  require  a clear,  pure 
tone,  to  suit  the  sound  to  the  sense. ] 

“ Th ef-a-theF  came  on  deck.  He  gasped  , 

‘ O God ' / t-h-\f  will  be  done  ! 5 

Then  suddenly  a rifle ' grasped, 

And  aimed  it  at  his  sod: 

‘ Jump'— f-a-r  - out,  boy,  into  the  wave 7 
Jump\  or  If-i-r-e'! 5 he  said  ; 

‘ That  o-n-l-y  chance  your  l-i-f-e ' can  s-a-v-e' ! 

Jump ' / jump',  boy  ! 5 He  obeyed'. 

“ He  sanE — he  r-o-s-F — he  lived 1 — he  ?7i-o-v-e-d\ 
And  for  the  ship ' struck  out : 


216 


FOURTH  READER . 


On  hoard  we  h-a-l-e-d ' the  lad  beloved, 

With  many  a manly  shout' 

His  f-a4her  drew,  in  s-i-lent'  j-o-y , 

Those  wet  a-r-m-s  round  his  nec7c\ 

And  folded  to  his  h-e-a-rJ  his  boy — 

Then  f-a-i-n-t-e-d'  on  the  deck.” 

Colton. 

[“  Jump  ” should  be  shouted  louder  and  louder  as  it  is 
repeated.  “He  sank — he  rose — he  lived — he  moved,” 
should  be  read  with  very  long  pauses  between  the  ideas, 
and  with  very  long  quantity  on  “ rose  ” and  “ moved,” 
so  as  to  give  time  enough  for  all  this  to  take  place.  You 
must  see  it  all,  imagine  it,  and  speak  it  very  earnestly . 
In  the  third  and  fourth  lines,  smooth , loud , and  pure 
tones  should  shout  with  joy  that  little  Hal  is  safe.  But 
th s father  is  too  deeply  moved  to  shout,  or  even  to  speak  ; 
his  silent  joy  we  should  read  with  subdued  tenderness.] 


LXXXII. — GOODY  BLAKE  AND  HARRY  GILL. 

3.  Oh  ! what’s  the  matter  ? — what’s  the  matter? 
What  is’t  that  ails  young  Harry  Gill, 

That  evermore  his  teeth  they  chatter — 
Chatter,  chatter,  chatter  still  ? 

Of  waistcoats  Harry  has  no  lack, 

Good  duffel  gray  and  flannel  fine ; 

He  has  a blanket  on  his  back, 

And  coats  enough  to  smother  nine. 

2.  In  March,  December,  and  in  July, 

’Tis  all  the  same  with  Harry  Gill ; 

The  neighbors  tell,  and  tell  you  truly, 

His  teeth  they  chatter,  chatter  still. 


FOURTH  READER . 


217 


At  night,  at  morning,  and  at  noon, 

’Tis  all  the  same  with  Harry  Gill ; 

Beneath  the  snn,  beneath  the  moon, 

His  teeth  they  chatter,  chatter  still ! 

3.  Young  Harry  was  a lusty  drover — 

And  who  so  stout  of  limb  as  he  ? 

His  cheeks  were  red  as  ruddy  clover ; 

His  voice  was  like  the  voice  of  three. 

Old  Goody  Blake  was  old  and  poor ; 

Ill-fed  she  was,  and  thinly  clad ; 

And  any  man  who  passed  her  door 
Might  see  how  poor  a hut  she  had. 

4.  All  day  she  spun  in  her  poor  dwelling, 

And  then  her  three  hours’  work  at  night — 
Alas ! ’twas  hardly  worth  the  telling — 

It  would  not  pay  for  candle-light. 

Remote  from  sheltering  village  green, 

On  a hill’s  northern  side  she  dwelt, 

Where  from  sea-blasts  the  hawthorns  lean, 
And  hoary  dews  are  slow  to  melt. 

5.  By  the  same  fire  to  boil  their  pottage,  * 

Two  poor  old  dames,  as  I have  known, 

Will  often  live  in  one  small  cottage ; 

But  she — poor  woman ! — housed  alone. 
’Twas  well  enough  when  summer  came, 

The  long,  warm,  lightsome  summer-day ; 
Then  at  her  door  the  canty  dame 
Would  sit,  as  any  linnet  gay. 

6.  But  when  the  ice  our  streams  did  fetter, 

Oh,  then  how  her  old  bones  would  shake ! 
You  would  have  said,  if  you  had  met  her, 
’Twas  a hard  time  for  Goody  Blake. 


218 


FOURTH  READER. 


Her  evenings  then  were  dull  and  dead ; 

Sad  case  it  was,  as  you  may  think, 

For  very  cold  to  go  to  bed, 

And  then  for  cold  not  sleep  a wink ! 

7.  Oh,  joy  for  her ! whene’er  in  winter 

The  winds  at  night  had  made  a rout, 
And  scattered  many  a lusty  sjfiinter 
And  many  a rotten  bough  about. 

Yet  never  had  she,  well  or  sick, 

As  every  man  who  knew  her  says, 

A pile  beforehand,  turf  or  stick, 

Enough  to  warm  her  for  three  days. 

8.  Now,  when  the  frost  was  past  enduring, 

And  made  her  poor  old  bones  to  ache, 
Could  anything  be  more  alluring 
Than  an  old  hedge  to  Goody  Blake  ? 
And  now  and  then,  it  must  be  said, 

When  her  old  bones  were  cold  and  chill, 
She  left  her  fire,  or  left  her  bed, 

To  seek  the  hedge  of  Harry  Gill. 

9.  Now,  Harry  he  had  long  suspected 

This  trespass  of  old  Goody  Blake, 

And  vowed  that  she  should  be  detected, 
And  he  on  .her  would  vengeance  take. 
And  oft  from  his  warm  fire  he’d  go, 

And  to  the  fields  his  road  would  take ; 
And  there  at  night,  in  frost  and  snow, 

He  watched  to  seize  old  Goody  Blake. 

10.  And  once,  behind  a rick  of  barley, 

Thus  looking  out  did  Harry  stand ; 

The  moon  was  full  and  shining  clearly, 
And  crisp  with  frost  the  stubble-land. 


FOURTH  READER . 


219 


He  hears  a noise  ! — lie’s  all  awake  ! — 

Again  ! — on  tiptoe  down  the  hill 
He  softly  creeps.  ’Tis  Goody  Blake! 

She’s  at  the  hedge  of  Harry  Gill ! 

11.  Right  glad  was  he  when  he  beheld  her! 

Stick  after  stick  did  Goody  pull ; 

He  stood  behind  a bush  of  elder. 

Till  she  had  filled  her  apron  full. 

When  with  her  load  she  turned  about, 

The  byway  back  again  to  take, 

He  started  forward  with  a shout, 

And  sprang  upon  poor  Goody  Blake ; 

12.  And  fiercely  by  the  arm  he  took  her, 

And  by  the  arm  he  held  her  fast ; 

And  fiercely  by  the  arm  he  shook  her, 

And  cried,  “ I’ve  caught  you,  then,  at  last ! ” 
Then  Goody,  who  had  nothing  said, 

Her  bundle  from  her  lap  let  fall ; 

And,  kneeling  on  the  sticks,  she  prayed 
To  God,  who  is  the  Judge  of  all. 

13.  She  prayed,  her  withered  hand  uprearing, 

While  Harry  held  her  by  the  arm — 

“ God,  who  art  never  out  of  hearing, 

Oh,  may  he  never  more  be  warm ! ” 

The  cold,  cold  moon  above  her  head, 

Thus  on  her  knees  did  Goody  pray. 

Young  Harry  heard  what  she  had  said, 

And,  icy  cold,  he  turned  away. 

14.  He  went  complaining  all  the  morrow 

That  he  was  cold  and  very  chill : 

His  face  was  gloom,  his  heart  was  sorrow — 
Alas ! that  day  for  Harry  Gill ! 


220 


FOURTH  READER. 


That  day  he  wore  a riding-coat, 

But  not  a whit  the  warmer  he ; 

Another  was  on  Thursday  brought, 

And  ere  the  Sabbath  he  had  three. 

15.  ’Twas  all  in  vain — a useless  matter — 

And  blankets  were  about  him  pinned ; 

Yet  still  his  jaws  and  teeth  they  clatter, 

Like  a loose  casement  in  the  wind. 

And  Harry’s  flesh  it  fell  away ; 

And  all  who  see  him  say,  “ ’Tis  plain 
That,  live  as  long  as  live  he  may, 

He  never  will  be  warm  again.” 

16.  Ho  word  to  any  man  he  utters, 

Abed  or  up,  to  young  or  old ; 

But  ever  to  himself  he  mutters, 

“ Poor  Harry  Gill  is  very  cold ! ” 

Abed  or  up,  by  night  or  day, 

His  teeth  they  chatter,  chatter  still. 

How,  think,  ye  farmers  all,  I pray, 

Of  Goody  Blake  and  Harry  Gill ! 

William  Wordsworth. 


For  Preparation. — I.  What  pieces  of  Wordsworth  ha?e  you  read  be- 
fore? (Lessons  II.,  XIII.,  XXXV.)  Mention  some  of  the  qualities  of  hi3 
poems  (kindness  to  animals  and  to  poor  children,  simplicity,  etc.).  He 
calls  this  piece  “ A True  Story.” 

II.  Waist'-eoats,  flan'-nel,  neigh '-bor§  (na'-),  north'-ern,  hoar'-y, 
llght'-some  (Ht'sum),  lm'-net,  al-lur'-mg,  tres'-pass,  ven'-geange,  fields, 
seize,  fie^e'-ly,  up-rear'-ing. 

III.  Correct : “ Three  hour’s  work  ” ; — “ t’was  ” ; — “ on  a hills’  side.” 
What  is  omitted  in  “ he’d  ” ? 

IY.  “ Hoary  dews,”  canty,  “ fetter  streams,”  rout,  “ lusty  splinter,” 
alluring,  casement. 

V.  “ Good  duffel  gray  ” — do  you  remember  what  Alice  Fell’s  warm 
cloak  was  to  be  made  of?  (Lesson  XIII.)  (“Duffel” — a coarse  woolen, 


FOURTH  READER . 


221 


with  a thick  nap  left  on  it,  so  that  it  is  very  warm.)  “ March,  December, 
and  July  ” — why  select  these  three  months  ? (whether  in  moderate,  cold,  or 
hot  weather.)  “From  sea-blasts  the  hawthorns  lean”  (i.  e.,  owing  to  the 
incessant  wind,  they  have  grown  in  a leaning  position).  “For  very  cold  to 
go  to  bed  ” (i.  e.,  to  be  obliged  to  go  to  bed  for  reason  of  the  cold ; very  = 
actual).  “Right  glad  was  he  when  he  beheld  her”  (11) — what  kind  of  a 
spirit  did  this  show  ? What  kind  of  a spirit  did  Goody  Blake  show  when 
she  prayed  that  Harry  Gill  might  never  be  warm  again  ? 


LXXXIII.— TWO  VIEWS  OF  CHRISTMAS. 

[The  following  is  a good  example  for  the  very  smooth 
and  the  very  abrupt  stress,  from  the  “ Christmas  Carol/5 
by  Dickens.  The  part  of  the  nephew  is  good  and  pleas- 
ing in  spirit,  and  calls  for  the  smooth,  happy  stress.  The 
part  of  old  Scrooge  is  hateful  in  spirit,  and  should  have 
the  most  abrupt  stress,  to  suit  the  sound  to  the  sense.] 

Nephew — A merry  Christmas,  uncle ! God  save  you ! 

Scrooge — Bah ! humbug  ! 

Neph, — Christmas  a humbug,  uncle ! You  don’t 
mean  that,  I am  sure. 

Scrooge — I do.  Out  upon  “ Merry  Christmas 55 ! If 
I had  my  will,  every  idiot  who  goes  about  with  “ Merry 
Christmas 55  on  his  lips  should  be  boiled  with  his  own 
pudding,  and  buried  with  a stake  of  holly  through  his 
heart.  He  should ! 

Neph . — Uncle ! 

Scrooge — Nephew,  keep  Christmas-time  in  your  own 
way,  and  let  me  keep  it  in  mine. 

Neph . — Keep  it  ? But  you  don’t  keep  it ! 

Scrooge — Let  me  leave  it  alone,  then ! Much  good 
may  it  do  you  ! Much  good  it  has  ever  done  you ! 


FOURTH  READER. 


Nepli. — I am  sure  I have  always  thought  of  Christ- 
mas as  a good  time — a kind,  forgiving,  charitable,  pleasant 
time;  and  therefore,  uncle,  though  it  has  never  put  a 
scrap  of  gold  or  silver  in  my  pocket,  I believe  it  has  done 
me  good,  and  will  do  me  good ; and  I say,  God  bless  it ! 


LXXXIV.— THE  THREE  FISHERS. 

1.  Three  fishers  went  sailing  out  into  the  west — 

Out  into  the  west,  as  the  sun  went  down ; 

Each  thought  on  the  woman  who  loved  him  the  best, 

And  the  children  stood  watching  them  out  of  the 
town: 

For  men  must  work,  and  women  must  weep, 

And  there’s  little  to  earn,  and  many  to  keep, 

Though  the  harbor-bar  be  moaning. 

2.  Three  wives  sat  up  in  the  lighthouse  tower, 

And  they  trimmed  the  lamp^  as  the  sun  went  down ; 
They  looked  at  the  squall,  and  they  looked  at  the 
shower, 

And  the  night-rack  came  rolling  up  ragged  and 
brown : 

But  men  must  wrork,  and  women  must  weep, 

Though  storms  be  sudden,  and  waters  deep, 

And  the  harbor-bar  be  moaning. 

3.  Three  corpses  lie  out  on  the  shining  sands, 

In  the  morning  gleam^  as  the  tide  goes  down, 

And  the  women  are  weeping,  and  wringing  then 
hands, 

For  those  who  will  never  come  home  to  the  town  : 


FOURTH  READER. 


223 


For  men  must  work,  and  women  must  weep, 

And  the  sooner  it’s  over,  the  sooner  to  sleep, 

And  good-by  to  the  bar  and  its  moaning. 

Charles  Kingsley. 


For  Preparation. — I.  Harbor-bar.  (At  the  entrance  of  a harbor  where 
the  shores  approach,  the  water  is  often  very  shallow,  and  the  shoal  thus 
formed  is  called  a “bar.”  When  the  high  waves  break  over  it,  a “ moan- 
ing” sound  is  caused.) 

II.  Moan'-ing,  thought,  wom'-en  (wim'-),  rag'-ged,  wring'- ing. 

III.  What  change,  in  pronunciation  and  spelling,  in  the  word  “ woman,” 
to  make  it  mean  more  than  one  ? 

IV.  Gleam,  tide,  night-rack,  corpses. 

V.  What  state  of  the  waves  is  indicated  by  the  “moaning”  on  the 
'bar  ? By  the  fact  of  the  three  wives  sitting  up  in  the  tower  and  trimming 
the  lamps,  do  you  infer  that  the  men  were  lighthouse-keepers  ? Write  out, 
or  tell,  the  story  implied  in  the  last  stanza. 


LXXXV.— JULIUS  C/£SAR. 

EXAMPLE  OF  ANGRY  EARNESTNESS  AND  JESTING. 

[Tlie  anger  of  Flavius  and  Marullus  requires  the  very 
abrupt  force , and  their  direct  questions  and  earnestness 
demand  the  simple  slides.  The  second  citizen  is  jesting 
and  fooling , and  his  part,  therefore,  should  be  read  with 
the  compound  slides.  The  last  answer  alone  is  spoken 
directly,  with  straightforward  honesty,  and  this  only 
should  have  the  straight  or  simple  slides .] 

Act  /.,  Scene  1. 

Flavius — Hence' ! home',  you  idle'  creatures — get 
* you  home' ! 

Is  this  a holiday'  ? What ! know  you  not, 

Being  mechanical,  you  ought  not  walk, 


224 


FOURTH  READER. 


Upon  a laboring  day,  without  the  sign' 

Of  your  profession'  ? Speak' — what  trade'  art  thou? 

1 Citizen — Why,  sir,  a carpenter'. 

Marullus — Where  is  thy  leather  apron',  and  thy  rule'  ? 
What  dost  thou  with  thy  best ' apparel  on  ? — 

Fou\  sir — what  trade  are  you ' f 

2 Cit . — Truly,  sir,  in  respect  of  a fine'  workman,  I am 
but,  as  you  would  say,  a coVbler. 

Mar. — But  what  trade'  art  thou  ? Answer  me  directly'. 

2 Cit. — A trade,  sir,  that,  I hope,  I may  use  with  a 
safev  conscience ; which  is,  indeed,  sir,  a mendver  of  badv 
solesA. 

Mar. — What  trade',  thou  knave  ? — thou  naughty 
knave,  what  trade'  ? 

2 Cit. — Nay,  I beseech  you,  sir,  be  not  outv  with  me : 
yet,  if  you  be  outv,  sir,  I can  mendv  you. 

Mar. — What  meanest  thou  by  that'  ? Mend7  me  ? — 
thou  saucy  fellow ! 

2 Cit. — Why,  sir,  cobAble  you. 

Flavius — Thou  art  a cobbler',  art'  thou  ? 

2 Cit. — Truly,  sir,  alF  that  I live  by  is  with  the  awV . 
I meddle  with  no  tradesman^  matters,  nor  women’sv  mat- 
ters, but  with  awlv.  I am,  indeed,  sir,  a snr  g eon  to  old 
shoes when  they  are  in  great  danger,  I recovAer  them. 
As  proper  men  as  ever  trod  upon  neatV  leather  have 
gone  upon  myv  handiwork. 

Flavius — But  wherefore  art  not  in  thy  shop'  to-day  ? 
Why  dost  thou  lead  these  men  about  the  streets'  ? 

2 Cit. — Truly,  sir,  to  wear  outv  their  shoesA,  to  get  my- 
self into  morev  workA.  But,  indeed,  sir,  we  make  holi- 
day to  see  Ccesar\  and  to  rejoice'  in  his  triumjph '. 

Shakespeare. 


FOURTH  READER. 


225 


LXXXVI.— ROBIN  HOOD. 

1.  A target  was  placed  at  the  upper  end  of  the  south- 
ern avenue  which  led  to  the  lists.  The  contending  arch- 
ers took  their  station  in  turn,  at  the  bottom  of  the  south- 
ern access ; the  distance  between  that  station  and  the 
mark  allowing  full  distance  for  what  was  called  a “ shot 
at  rovers.”  The  archers,  having  previously  determined 
by  lot  their  order  of  precedence,  were  to  shoot  each 
three  shafts  in  succession.  The  sports  were  regulated 
by  an  officer  of  inferior  rank,  termed  the  provost  of  the 
games;  for  the  high  rank  of  the  marshals  of  the  lists 
would  have  been  held  degraded  had  they  condescended 
to  superintend  the  sports  of  the  yeomanry. 

2.  One  by  one  the  archers,  stepping  forward,  delivered 
their  shafts  yeomanlike  and  bravely.  Of  twenty-four  ar- 
rows shot  in  succession,,  ten  were  fixed  in  the  target,  and 
the  others  ranged  so  near  it  that,  considering  the  distance 
of  the  mark,  it  was  accounted  good  archery.  Of  the  ten 
shafts  which  hit  the  target,  two  within  the  inner  ring 
were  shot  by  Hubert,  a forester  in  the  service  of  Malvoi- 
sin,  who  was  accordingly  pronounced  victorious. 

3.  “ JSTow,  Locksley,”  said  Prince  John  to  the  bold 
yeoman,  with  a bitter  smile,  “ wilt  thou  try  conclusions 
with  Hubert,  or  wilt  thou  yield  up  bow,  baldric,  and 
quiver  to  the  provost  of  the  sports  ? 55 

“ Sith  it  be  no  better,”  said  Locksley,  “ I am  content 
to  try  my  fortune ; on  condition  that,  wlien  I have  shot 
two  shafts  at  yonder  mark  of  Hubert’s,  lie  shall  be  bound 
to  shoot  one  at  that  which  I shall  propose.” 

“ That  is  but  fair,”  answered  Prince  John,  “ and  it 
shall  not  be  refused  thee.  If  thou  dost  beat  this  braggart, 
Hubert,  I will  fill  the  bugle  with  silver  pennies  for  thee.” 
15 


226 


FOURTH  READER. 


“■  A man  can  but  do  his  best,”  answered  Hubert ; “but 
my  grandsire  drew  a good  long-bow  at  Hastings,  and  I 
trust  not  to  dishonor  his  memory.” 

4.  The  former  target  was  now  removed,  and  a fresh 
one  of  the  same  size  placed  in  its  room.  Hubert,  who, 
as  victor  in  the  first  trial  of  skill,  had  the  right  to  shoot 
first,  took  his  aim  with  great  deliberation,  long  measuring 
the  distance  with  his  eye,  while  he  held  in  his  hand  his 
bended  bow,  with  the  arrow  placed  on  the  string.  At 
length  he  made  a step  forward,  and,  raising  the  bow  at 
the  full  stretch  of  his  left  arm,  till  the  center  or  grasping- 
place  was  nigh  level  with  his  face,  he  drew  the  bowstring 
to  his  ear.  The  arrow  whistled  through  the  air,  and 
lighted  within  the  inner  ring  of  the  target,  but  not  exact- 
ly in  the  center. 

“ You  have  not  allowed  for  the  wind,  Hubert,”  said 
his  antagonist,  bending  his  bow,  “ or  that  had  been  a bet- 
ter shot.” 

5.  So  saying,  and  without  showing  the  least  anxiety 
to  pause  upon  his  aim,  Locksley  stepped  to  the  appointed 
station,  and  shot  his  arrow  as  carelessly  in  appearance  as 
if  he  had  not  even  looked  at  the  mark.  He  was  speak- 
ing almost  at  the  instant  that  the  shaft  left  the  bowstring, 
yet  it  alighted  in  the  target  two  inches  nearer  to  the 
white  spot  which  marked  the  center  than  that  of  Hubert. 

“ By  the  light  of  heaven  ! ” said  Prince  John  to  Hu- 
bert, “ an  thou  suffer  that  runagate  knave  to  overcome 
thee,  thou  art  worthy  of  the  gallows  ! ” 

6.  Hubert  had  but  one  set  speech  for  all  occasions. 
“An  your  highness  were  to  hang  me,”  he  said,  “ a man 
can  but  do  his  best.  Nevertheless,  my  grandsire  drew  a . 
good  bow — ” 


FOURTH  READER. 


227 


“ The  foul  fiend  on  thy  grandsire  and  all  his  genera- 
tion ! ” interrupted  John.  “ Shoot,  knave,  and  shoot  thy 
best,  or  it  shall  be  the  worse  for  thee  ! 55 

Thus  exhorted,  Hubert  resumed  his  place,  and,  not 
neglecting  the  caution  which  he  had  received  from  his 
adversary,  he  made  the  necessary  allowance  for  a very 
light  breath  of  wind  which  had  just  arisen,  and  shot  so 
successfully  that  his  arrow  alighted  in  the  very  center  of 
the  target. 

“ A Hubert ! a Hubert ! 55  shouted  the  populace,  more 
interested  in  a known  person  than  in  a stranger.  “ In  the 
clout ! — in  the  clout ! A Hubert  for  ever ! 55 

7.  “ Thou  canst  not  mend  that  shot,  Locksley,”  said 
the  prince,  with  an  insulting  smile. 

“I  will  notch  his  shaft  for  him,  however,”  replied 
Locksley.#  And,  letting  fly  his  arrow  with  a little  more 
precaution  than  before,  it  lighted  right  upon  that  of  his 
competitor,  which  it  split  to  shivers.  The  people  who 
stood  around  were  so  astonished  at  his  wonderful  dex- 
terity, that  they  could  not  even  give  vent  to  their  surprise 
in  their  usual  clamor. 

“ This  must  be  the  devil,  and  no  man  of  flesh  and 
blood,”  whispered  the  yeomen  to  each  other ; “ such 
archery  was  never  seen  since  a bow  was  first  bent  in 
Britain ! ” 

8.  “ And  now,”  said  Locksley,  “ I will  crave  your 
grace’s  permission  to  plant  such  a mark  as  is  used  in  the 
north  country,  and  welcome  every  brave  yeoman  to  try  a 
shot  at  it.” 

He  then  turned  to  leave  the  lists.  “ Let  your  guards 
attend  me,”  he  said,  “ if  you  please.  I go  but  to  cut  a 
rod  from  the  next  willow-bush.” 

Prince  John  made  a signal  that  some  attendants 


228 


FOURTH  READER . 


should  follow  him,  in  case  of  his  escape  ; but  the  cry  of 
“ Shame  ! shame  ! ” which  burst  from  the  multitude,  in- 
duced him  to  alter  his  ungenerous  purpose. 

9.  Locksley  returned  almost  instantly,  with  a willow 
wand  about  six  feet  in  length,  perfectly  straight,  and  rath- 
er thicker  than  a man’s  thumb.  He  began  to  peel  this 
with  great  composure,  observing,  at  the  same  time,  that 
to  ask  a good  woodsman  to  shoot  at  a target  so  broad  as 
had  hitherto  been  used  was  to  put  shame  upon  his  skill. 
“ For  my  own  part,”  said  he,  “in  the  land  where  I was 
bred,  men  would  as  soon  take  for  their  mark  King  Ar- 
thur’s round  table,  which  held  sixty  knights  around  it. 
A child  of  seven  years  old  might  hit  yonder  target  with 
a headless  shaft ; but,”  he  added,  walking  deliberately  to 
the  other  end  of  the  lists  and  sticking  the  willow  wand 
upright  in  the  ground,  “ he  that  hits  that  rod  at  five- 
score  yards,  I call  him  an  archer  fit  to  bear  both  bow  and 
quiver  before  a king,  an  it  were  the  stout  King  Richard 
himself ! ” 

10.  “ My  grandsire,”  said  Hubert,  “ drew  a good  bow 
at  the  battle  of  Hastings,  and  never  shot  at  such  a mark 
in  his  life  ; and  neither  will  I.  If  this  yeoman  can  cleave 
that  rod,  I give  him  the  bucklers — or,  rather,  I yield  to 
the  devil  that  is  in  his  jerkin,  and  not  to  any  human  skill. 
A man  can  but  do  his  best,  and  I will  not  shoot  where 
I am  sure  to  miss.  I might  as  well  shoot  at  the  edge  of 
our  parson’s  whittle,  or  at  a wheat-straw,  or  at  a sunbeam, 
as  at  a twinkling  white  streak  which  I can  hardly  see.” 

“ Cowardly  dog  ! ” exclaimed  Prince  John. — “ Sirrah 
Locksley,  do  thou  shoot ; but  if  thou  hittest  such  a mark, 
I will  say  thou  art  the  first  man  ever  did  so.  Howe’er 
it  be,  thou  shalt  not  crow  over  us  with  a mere  show  of 
superior  skill.” 


FOURTH  READER . 


229 


“ ‘ A man  can  but  do  his  best ! 5 as  Hubert  says,”  an- 
swered Locksley. 

11.  So  saying,  he  again  bent  his  bow,  but,  on  the  pres- 
ent occasion,  looked  with  attention  to  his  weapon,  and 
changed  the  string,  which  he  thought  was  no  longer  truly 
round,  having  been  a little  frayed  by  the  two  former 
shots.  He  then  took  his  aim  with  some  deliberation, 
and  the  multitude  awaited  the  event  in  breathless  silence. 
The  archer  vindicated  their  opinion  of  his  skill : his  ar- 
row split  the  wdllow  rod  against  which  it  was  aimed.  A 
jubilee  of  acclamations  followed ; and  even  Prince  J ohn, 
in  admiration  of  Locksley’s  skill,  lost  for  an  instant  his 
dislike  to  his  person. 

12.  “ These  twenty  nobles,”  he  said,  u which  with  the 
bugle  thou  hast  fairly  won,  are  thine  own : we  will  make 
them  fifty  if  thou  wilt  take  livery  and  service  with  us  as 
a yeoman  of  our  body-guard,  and  be  near  to  our  person ; 
for  never  did  so  strong  a hand  bend  a bow,  or  so  true  an 
eye  direct  a shaft.” 

“ Pardon  me,  noble  prince,”  said  Locksley ; “ but  I 
have  vowed  that,  if  ever  I take  service,  it  should  be  with 
your  royal  brother  King  Richard.  These  twenty  nobles 
I leave  to  Hubert,  who  has  this  day  drawn  as  brave  a 
bow  as  his  grandsire  did  at  Hastings.  Had  his  modesty 
not  refused  the  trial,  he  would  have  hit  the  wand  as  well 
as  I.” 

Hubert  shook  his  head  as  he  received  with  reluctance 
the  bounty  of  the  stranger;  and  Locksley,  anxious  to 
escape  further  observation,  mixed  with  the  crowd  and 
Was  Seen  no  more.  Sir  Walter  Scott. 


For  Preparation. — I.  This  piece  is  taken  from  Scott’s  greatest  novel, 
“Ivanhoe.”  The  scene  is  laid  in  England,  in  the  time  of  John,  who 
had  usurped  the  place  of  Richard  I.,  the  Lion-hearted,  while  the  latter  was 


230 


FOURTH  READER . 


away  on  a crusade.  Richard  has  returned  incognito , and  is  looking  on  at 
the  various  tournaments  held  by  his  brother  John,  and  now -and  then  ex- 
hibiting his  prodigious  strength  and  skill  in  behalf  of  those  oppressed  by 
the  tyranny  of  John  or  his  minions.  Robin  Hood,  the  ideal  of  perfection 
in  English  archery,  makes  his  appearance  at  the  trial  of  archers  here  de- 
scribed, under  the  name  of  Locksley.  He  has  been  chief  of  the  highway- 
men in  Sherwood  Forest,  and  desires  to  attach  himself  to  Richard’s  service. 
Malvoisin  (mal-vwa-zang')  is  one  of  the  favorites  of  Prince  John,  who 
finally  succeeded  Richard  as  king. 

II.  Soiith'-ern  (suth'-),  al-low'-ing,  pre-ged'-ence,  prov'-ost  (prdv'ust), 
yeo'-man-llke,  for'-est-er,  an'-swered  (-serd),  whls'-tled  (hwls'ld),  in-ter- 
riipt'-ed,  e^-hort'-ed,  guards  (gardz),  straight  (strut). 

III.  “ Sith  ” (old  form  for  since) ; “ it  be  no  better  ” (“  be  ” was  the 
correct  form  in  old  English ; we  should  now  say,  “ Since  it  is  no  bet 
ter  ”). 

IV.  Target,  lists,  “contending  archers,”  access,  previously,  “order  of 
precedence,”  shafts,  inferior,  provost,  “ held  degraded,”  ranged,  “ try  con- 
clusions,” baldric,  jerkin,  braggart,  deliberation,  runagate,  “ set  speech,” 
resumed,  competitor,  antagonist,  adversary,  dexterity,  composure,  “ head- 
less shaft,”  bucklers,  whittle,  vindicated,  “jubilee  of  acclamations,”  livery, 
reluctance. 

V.  “ Sports  of  the  yeomanry.”  (Archery  belonged  to  the  common  peo- 
ple ; to  fight,  or  “joust,”  with  spears1,  and  on  horseback,  belonged  to  the 
nobles.)  “In  the  clout  ” (piece  of  white  cloth  on  the  center  of  the  target). 
“ An  it  were  the  stout  King  Richard  himself”  (“  an”  was  formerly  much 
used  where  we  now  use  if).  Is  there  any  sarcasm  in  Locksley’s  allusion 
to  Hubert’s  grandsire  at  Hastings,  as  he  gives  him  the  twenty  nobles  ? 


LXXXVII. — ELEGY  WRITTEN  IN  A COUNTRY 
CHURCHYARD. 

1.  The  curfew  tolls  the  knell  of  parting  day ; 

The  lowing  herd  winds  slowly  o’er  the  lea ; 
The  plowman  homeward  plods  his  weary  way, 
And  leaves  the  world  to  darkness  and  to  me. 


FO  URTH  READER . 23 1 

2.  Now  fades  the  glimmering  landscape  on  the  sight, 

And  all  the  air  a solemn  stillness  holds, 

Save  where  the  beetle  wheels  his  droning  flight, 
And  drowsy  tinklings  lull  the  distant  folds  ; 

3.  Save  that,  from  yonder  ivy-mantled  tower, 

The  moping  owl  does  to  the  moon  complain 
Of  such  as,  wand’ring  near  her  secret  bower, 

Molest  her  ancient,  solitary  reign. 

4.  t Beneath  those  rugged  elms,  that  yew-tree’s  shade, 

Where  heaves  the  turf  in  many  a moldering  heap, 
Each  in  his  narrow  cell  for  ever  laid, 

The  rude  forefathers  of  the  hamlet  sleep. 

5.  The  breezy  call  of  incense-breathing  morn, 

The  swallow  twitt’ring  from  the  straw-built  shed, 
The  cock’s  shrill  clarion,  or  the  echoing  horn, 

No  more  shall  rouse  them  from  their  lowly  bed. 

6.  For  them  no  more  the  blazing  hearth  shall  burn, 

Or  busy  housewife  ply  her  evening  care ; 

No  children  run  to  lisp  their  sire’s  return, 

Or  climb  his  knees  the  envied  kiss  to  share. 

7.  Oft  did  the  harvest  to  their  sickle  yield, 

Their  furrow  oft  the  stubborn  glebe  has  broke ; 
How  jocund  did  they  drive  their  team  a-field ! 

How  bowed  the  woods  beneath  their  sturdy  stroke  ! 

8.  Let  not  Ambition  mock  their  useful  toil, 

Their  homely  joys,  and  destiny  obscure  ; 

Nor  Grandeur  hear  with  a disdainful  smile 
The  short  and  simple  annals  of  the  poor. 


232 


FOURTH  READER. 


9.  The  boast  of  heraldry,  the  pomp  of  power, 

And  all  that  beauty,  all  that  wealth  e’er  gave, 
Await  alike  the  inevitable  hour : 

The  paths  of  glory  lead  but  to  the  grave. 

10.  Nor  you,  ye  proud,  impute  to  these  the  fault, 

If  Memory  o’er  their  tomb  no  trophies  raise, 
Where,  through  the  long-drawn  aisle  and  fretted 
vault, 

The  pealing  anthem  swells  the  note  of  praise. 

11.  Can  storied  urn,  or  animated  bust, 

Back  to  its  mansion  call  the  fleeting  breath  ? 

Can  Honor’s  voice  provoke  the  silent  dust, 

Or  Flattery  soothe  the  dull,  cold  ear  of  Death  ? 

12.  Perhaps  in  this  neglected  spot  is  laid 

Some  heart  once  pregnant  with  celestial  fire — 
Hands  that  the  rod  of  empire  might  have  swayed, 
Or  waked  to  ecstasy  the  living  lyre : 

13.  But  Knowledge  to  their  eyes  her  ample  page, 

Rich  with  the  spoils  of  time,  did  ne’er  unroll ; 
Chill  Penury  repressed  their  noble  rage, 

And  froze  the  genial  current  of  the  soul. 

14.  Full  many  a gem  of  purest  ray  serene 

The  dark,  unfathomed  caves  of  ocean  bear ; 

Full  many  a flower  is  born  to  blush  unseen, 

And  waste  its  sweetness  on  the  desert  air. 

15.  Some  village  Hampden,  that,  with  dauntless  breast, 

The  little  tyrant  of  his  fields  withstood ; 


FOURTH  READER . 


233 


Some  mute,  inglorious  Milton  here  may  rest — 

Some  Cromwell,  guiltless  of  his  country’s  blood. 

16.  The  applause  of  listening  senates  to  command, 

The  threats  of  pain  and  ruin  to  despise, 

To  scatter  plenty  o’er  a smiling  land, 

And  read  their  history  in  a nation’s  eyes, 

17.  Their  lot  forbade ; nor  circumscribed  alone 

Their  growing  virtues,  but  their  crimes  con- 
fined ; 

Forbade  to  wade  through  slaughter  to  a throne, 

And  shut  the  gates  of  mercy  on  mankind ; 

18.  The  struggling  pangs  of  conscious  truth  to  hide, 

To  quench  the  blushes  of  ingenuous  shame, 

Or  heap  the  shrine  of  Luxury  and  Pride 
With  incense  kindled  at  the  Muse’s  flame. 

19.  Far  from  the  madding  crowd’s  ignoble  strife, 

Their  sober  wishes  never  learned  to  stray ; 

Along  the  cool,  sequestered  vale  of  life 
They  kept  the  noiseless  tenor  of  their  way. 

20.  Yet  e’en  these  bones  from  insult  to  protect^ 

Some  frail  memorial  still  erected  nigh, 

With  uncouth  rhymes  and  shapeless  sculpture  decked, 
Implores  the  passing  tribute  of  a sigh. 

21.  Their  name,  their  years,  spelt  by  the  unlettered  Muse, 

The  place  of  fame  and  elegy  supply ; 

And  many  a holy  text  around  she  strews, 

That  teach  the  rustic  moralist  to  die. 


234 


FOURTH  READER. 


22.  For  who,  to  dumb  forgetfulness  a prey. 

This  pleasing,  anxious  being  e’er  resigned, 

Left  the  warm  precincts  of  the  cheerful  day, 

Nor  cast  one  longing,  lingering  look  behind? 

23.  On  some  fond  breast  the  parting  soul  relies, 

Some  pious  drops  the  closing  eye  requires ; 

E’en  from  the  tomb  the  voice  of  Nature  cries, 

E’en  in  our  ashes  live  their  wonted  fires. 

24.  For  thee,  who,  mindful  of  the  unhonored  dead, 

Dost  in  these  lines  their  artless  tale  relate, 

If  chance,  by  lonely  contemplation  led, 

Some  kindred  spirit  shall  inquire  thy  fate — 

25.  Haply  some  hoary-headed  swain  may  say  : 

“ Oft  have  we  seen  him,  at  the  peep  of  dawn, 
Brushing  with  hasty  steps  the  dews  away, 

To  meet  the  sun  upon  the  upland  lawn. 

26.  “ There,  at  the  foot  of  yonder  nodding  beech, 

That  wreathes  its  old,  fantastic  roots  so  high, 
His  listless  length  at  noontide  would  he  stretch, 
And  pore  upon  the  brook  that  babbles  by. 

27.  “ Hard  by  yon  wood,  now  smiling  as  in  scorn, 

Muttering  his  wayward  fancies,  he  wrould  rove ; 
Now  drooping,  woful-wan,  like  one  forlorn, 

Or  crazed  with  care,  or  crossed  in  hopeless  love. 

28.  “ One  morn  I missed  him  on  the  customed  hill, 

Along  the  heath,  and  near  his  fav’rite  tree ; 
Another  came,  nor  yet  beside  the  rill, 

Nor  up  the  lawn,  nor  at  the  wood  was  he ; 


FOURTH  READER . 


233 


29.  “ The  next,  with  dirges  due,  in  sad  array, 

Slow  through  the  church-way  path  we  saw  him 
borne : 

Approach  and  read  (for  thou  canst  read)  the  lay 
Graved  on  the  stone  beneath  yon  aged  thorn.” 

THE  EPITAPH. 

30.  Here  rests  his  head,  upon  the  lap  of  earth,. 

A youth  to  Fortune  and  to  Fame  unknown; 

Fair  Science  frowned  not  on  his  humble  birth, 

And  Melancholy  marked  him  for  her  own. 

31.  Large  was  his  bounty,  and  his  soul  sincere  ; 

Heaven  did  a recompense  as  largely  send : 

He  gave  to  misery — all  he  had — a tear ; 

He  gained  from  Heaven — ’twas  all  he  wished — a 
friend. 

32.  No  further  seek  his  merits  to  disclose, 

Or  draw  his  frailties  from  their  dread  abode — 
There  they  alike  in  trembling  hope  repose — 

The  bosom  of  his  Father  and  his  God. 

Thomas  Gray. 


For  Preparation. — I.  Of  this  elegy  General  Wolfe  said,  as  he  repeated 
it  on  the  evening  before  Quebec : “ I would  rather  have  written  that  poem 
than  beat  the  French  to-morrow.”  Hampden,  Milton,  Cromwell — three 
great  names  connected  with  the  English  Revolution  that  overthrew  Charles  I. 

II.  Kn§ll  (nei),  e-eh'-o-ing,  honse'-wlfe,  grand'-eur  (-yur),  tro'pliie^, 
ge'-sta-sy,  daunt'-less,  sgi'-enge,  mel'-an-chbl-y,  j5-e'-und. 

III.  Transpose  stanzas  16  and  17  into  prose. 

IV.  Solitary,  folds,  moping,  rugged,  hamlet,  incense-breathing,  envied, 
glebe,  jocund,  sturdy,  ambition,  destiny,  obscure,  annals,  disdainful,  her* 
aldry,  pomp,  inevitable,  impute,  long-drawn  aisle,  fretted  vault,  anthem, 
storied  urn,  animated  bust,  celestial  fire,  ample  page,  penury,  genial,  se- 
rene, unfathomed,  “ little  tyrant  of  his  fields,”  mute  applause,  senate,  cir- 


236 


FOURTH  READER . 


cumscribed,  ingenuous,  shrine,  ignoble,  sequestered,  tenor,  memorial, 
erected,  uncouth,  sculpture,  “ passing  tribute,’’  “ unlettered  Muse,”  elegy, 
“ rustic  moralist,”  pleasing,  anxious,  resigned,  precincts,  pious,  wonted,  art- 
less, contemplation,  kindred,  haply,  swain,  fantastic,  heath,  dirges,  bounty, 
recompense,  merits,  disclose. 

V.  “ Curfew  ” ( cover  fire.  On  the  ringing  of  the  curfew  at  8 p.  m.,  the 
English  people  were  required  to  extinguish  their  fires  and  candles.  The  law 
was  enacted  by  William  the  Conqueror  in  1068,  and  abolished  by  Henry  I.  in 
1100;  but  the  ringing  of  bells  at  sunset,  practiced  for  centuries  afterward, 
was  still  called  the  curfew).  What  “ ivy-mantled  tower”  is  referred  to  here  ? 
(of  the  church  in  this  “ country  churchyard.”)  What  is  meant  by  “ heaves 
the  turf”  ? — “ narrow  cell  ” ? — “ shrill  clarion  ” ? — “ echoing  horn  ” ? Why 
are  these  mentioned  as  sounds  that  will  rouse  the  sleeper?  (the  first 
sounds  heard  in  the  morning.)  “ Lowly  bed  ” (lowly  means  low  in  the 
grave , or  poor  and  humble — such  beds  as  they  slept  on  in  their  cottages). 
“ Evening  care  ” means  what  ? (Is  care  used  for  the  sake  of  rhyme  with 
share?  If  so,  why  not  let  the  rhymes  be  task — ask?)  “ Their  furrow  oft,” 
etc.  (the  effect  is  used  for  the  cause : the  furrow  for  the  plow.  This 
figure  of  speech  is  called  metonomy,  which  means  name-changing).  “Nor 
Grandeur  ” (“  Grandeur  ” used  for  “ grand  people  ”).  “ If  Memory  o’er 

their  tomb,”  etc.  (referring  to  the  memorials  erected  by  the  rich  and 
powerful  within  the  churches).  “Repressed  their  noble  rage”  (i.  e.,  the 
celestial  fire  of  poetry).  “ Guiltless  of  his  country’s  blood  ” (i.  e.,  was  not 
at  the  head  of  armies,  as  Cromwell  was).  “ For  thee,”  etc.  (24) — (i.  e.,  the 
poet  describes  himself  in  the  speech  of  the  hoary-headed  swain  and  in  the 
epitaph.  The  description  tells  us  how  much  like  an  idiot  a poet  seems  to 
an  uneducated  “ swain  ” ; while  absorbed  in  his  reveries  and  constructing 
his  rhymes  (i.  e.,  “ Muttering  his  wayward  fancies  ”),  his  behavior  could  not 
be  accounted  for  on  the  hoary-headed  swain’s  theory  of  life).  “ Another 
came”  (i.  e.,  another  morn).  “The  next”  (morn).  “Large  was  his 
bounty” — what  is  meant?  (he  was  very  generous,  for  he  gave  to  people 
in  misery  all  he  had.)  Heaven,  as  “recompense”  for  his  “bounty,”  be- 
came his  “ friend.” 


FOURTH  READER. 


237 


APPENDIX. 


WORDS  DIFFICULT  TO  SPELL. 

The  difficulty  of  spelling  English  words  arises  from  uncertainty 
in  regard  to  the  combinations  used  to  represent  elementary  sounds. 
For  instance,  the  sound  e is  represented  in  eleven  different  ways  in 
the  words  ebb,  dead,  again,  aesthetics,  many,  nonpareil,  jeopardy, 
friend,  bury,  guest,  says.  Again,  the  words  bead,  head,  great,  heart, 
wear,  ccean,  earth,  present  ea  with  seven  sounds. 

The  pupil  will  readily  learn  to  spell  all  words  in  which  the 
sounds  are  represented  by  the  usual  combinations  of  letters,  by 
seeing  them  in  print  whenever  he  reads  a book  or  newspaper. 

A list  of  words  to  spell  should  not  be  cumbered  by  the  intro- 
duction of  easy  words,  such  as  contain  only  the  usual  combinations, 
but  should  have  only  those  that  are  difficult  because  of  the  excep- 
tional combinations  of  letters  used. 

The  spelling-book,  then,  may  be  a very  small  book,  containing 
about  fifteen  hundred  words.  This  small  list  of  words  should  be 
so  thoroughly  learned  that  the  pupil  can  spell  orally  or  write  every 
word  in  it  without  hesitation.  This  can  be  accomplished  by  the 
pupil  of  twelve  years  of  age  in  six  months’  time,  having  one  lesson 
of  twenty  words  a day  to  write  from  dictation,  and  using  every 
fifth  day  for  an  oral  review  of  all  words  from  the  beginning. 

This  thorough  drill  on  a few  words  will  train  the  child’s  faculty 
of  observing  unusual  combinations  of  letters,  and  his  memory  thus 
trained  will  make  him  a good  speller  without  spending  any  further 
time  over  the  spelling-book.  His  memory  will  absorb  and  retain 
hard  words  wherever  he  sees  them,  just  as  a sponge  absorbs  and 
retains  water. 


238 


FOURTH  READER. 


The  words  are  arranged  in  the  following  list  so  as  not  to  bring 
together  a number  of  words  of  the  same  combination,  and  thereby 
paralyze  the  memory,  as  is  too  frequently  the  ease  in  the  lists  given 
in  spelling-books,  which,  for  example,  collect  in  one  lesson  the 
words  ending  in  tion , or  tain , or  ture , or  cious , etc.,  thus  giving  to 
the  pupil  by  the  first  word  that  is  spelled  a key  to  all  that  follow. 

Correct  pronunciation  is  as  important  as  correct  spelling,  and 
the  rare  combinations  of  letters  are  the  ones  most  likely  to  be  mis- 
pronounced. The  following  list  contains  the  words  liable  to  be 
mispronounced  as  well  as  misspelled,  and  even  some  words  easy  to 
spell  that  are  often  mispronounced.  The  following  mode  of  analy- 
sis is  recommended  as  an  excellent  auxiliary  to  the  oral  and  writ- 
ten spelling-lesson.  It  should  always  be  practiced  in  connection 
with  the  reading-lesson,  and  with  the  book  open  before  the  pupil,  in 
preference  to  the  usual  plan. 

Spelling  Analysis. — The  pupils  and  teacher  have  reading-books 
or  spelling-books  open  at  the  lesson.  The  pupils,  in  the  order  of 
recitation,  analyze  the  list  of  difficult  words  one  after  the  other, 
as  follows: 

First  Pupil — Groat , g-r-o-a-t  (pronounces  and  reads  its  spelling 
from  the  book).  It  is  a difficult  word,  because  the  sound  aw  is  rep- 
resented by  the  rare  combination  oa ; it  is  usually  represented  by 
aw  or  au  (awl,  fraud),  and  by  o before  r (born).  This  sound  may 
be  represented  in  nine  ways. 

Second  Pupil — Police , p-o-l-i-c-e.  It  is  a difficult  word,  because 
the  sound  e is  represented  by  i,  and  not  by  one  of  the  more  fre- 
quent modes,  e,  ea,  ee,  ie,  and  ei.  There  are  twelve  ways  of  repre- 
senting this  sound.  The  word  is  also  more  difficult  to  spell,  because 
it  represents  the  sound  of  s by  ce. 

Third  Pupil — Sacrifice , s-a-c-r-i-f-i-c-e.  It  is  difficult,  because 
the  sound  % (before  /)  is  obscure,  and  may  be  represented  by  any 
one  of  twelve  ways.  The  letter  c in  fee  has  here  the  sound  of  z,  a 
very  rare  use  of  that  letter.  The  word  is  liable  to  be  mispronounced 
sa'-kri-f is  or  sak'-ri-f is  for  sak'-rl-fiz. 

A. — Table  of  Equivalents  representing  Elementary  Sounds. 

I. — The  sound  a is  represented  in  eleven  ways:  1.  In  many  words 
by  a (ale),  ai  (aid),  and  ay  (bay) ; 2.  In  a few  words  by  ey  (they), 
ei  (veil),  ea  (break),  au  (gauge),  ao  (gaol,  for  jail),  e and  ee 
(melee),  aye  (meaning  ever). 


FOURTH  READER. 


239 


II.  — The  sound  a is  represented  in  three  ways:  1.  In  many  words 

by  a (at) ; 2.  In  a few  words  by  ai  (plaid),  ua  (guarantee). 

III.  — The  sound  a is  represented  in  six  ways:  1.  In  many  words  by 
a (father);  2.  In  a few  words  by  au  (taunt),  ea  (heart),  ua 
(guard),  e (sergeant),  aa  (bazaar). 

IY. — The  sound  a is  represented  in  seven  ways:  1.  In  many  words 
by  a (care) ; 2.  In  a few  words  by  ai  (fair),  ea  (pear),  ay  (prayer), 
e (there),  ei  (thgir),  aa  (Aaron),  a is  the  sound  a (ask)  followed 
by  the  guttural  vowel-sound  which  clings  to  the  smooth  r (see 
below,  No.  XV.). 

V.  — The  sound  a is  represented  only  by  a (ask)  in  a few  words. 

VI.  — The  sound  a is  represented  in  nine  ways:  1.  In  many  words 
by  a (all),  aw  (awl),  au  (fraud),  6 (born) ; 2.  In  a few  words  by 
ou  (bought),  oa  (broad),  eo  (George),  ao  (extraordinary),  awe. 

VII.  — The  sound  e is  represented  in  twelve  ways:  1.  In  many 
words  by  e (eve),  ea  (beat),  ee  (beef),  ie  (chief) ; 2.  In  a few 
words  by  ei  (deceive),  i (marine),  ey  (key),  eo  (people),  uay 
(quay),  ue  (Portuguese),  sd  (Caesar),  oe  (Phoebus). 

VIII.  — The  sound  g is  represented  in  twelve  ways:  1.  In  many 
words  by  e (met),  ea  (brgad) ; 2.  In  a few  words  by  ai  (said), 
ae  (diaeresis),  a (any),  ei  (hgifer),  go  (leopard),  ie  (frignd),  u 
(bury),  ue  (gugst),  ay  (says),  ce  (CEdipus). 

IX.  — The  sound  i (a  diphthong  composed  of  the  sounds  a-e,. pro- 
nounced so  briefly  as  to  reduce  them  nearly  to  e-i  [her,  it])  is  rep- 
resented in  ten  ways:  1.  In  many  words  by  I (Ice),  y (by),  le 
(die) ; 2.  In  a few  words  by  ul  (guide),  el  (height),  uy  (buy),  ai 
(aisle),  ye  (rye),  eye,  ay  (or  aye,  meaning  yes). 

X.  — The  sound  1 is  represented  in  twelve  ways:  1.  In  many  words 

by  l (it),  f (lynx),  ie  (duties) ; 2.  In  a few  words  by  ui  (build), 
ai  (certain),  u (busy),  e (pretty),  ee  (been),  o (women),  ei  (for- 
eign), ia  (carriage),  oi  (tortoise). 

XI.  — The  sound  6 is  represented  in  ten  ways:  1.  In  many  words  by 
6 (note),  oa  (boat),  ow  (blow);  2.  In  a few  words  by  ou  (four), 
oe  (foe),  oo  (door),  au  (hautboy),  ew  (sew),  eau  (beau),  eo  (yeo- 

* man). 

XII.  — The  sound  o is  represented  in  four  ways:  1.  In  many  words 
by  o (not),  a (was) ; 2.  In  a few  words  by  6u  (lough),  ow  (knowl- 
edge). 

XIII.  — The  sound  u (a  diphthong  composed  of  i-do;  the  accent 
placed  on  the  I gives  the  prevalent  American  pronunciation, 


240 


FOURTH  READER. 


placed  on  the  oo  converts  the  1 into  a y-sound,  and  gives  the  cur- 
rent English  sound)  is  represented  in  nine  ways:  1.  In  many 
words  by  u (tube),  ew  (few)  ; 2.  In  a few  words  by  ue  (hue),  ui 
(juice),  eu  (neuter),  ieu  (lieu),  iew  (view),  eau  (beauty),  ua  (man- 
tua-maker). 

XIV.  — The  sound  ii  is  represented  in  eight  ways:  1.  In  many  words 
by  ii  (but),  6 (son,  and  terminations  in  ion),  ou  (touch,  and  ter- 
minations in  ous) ; 2.  In  a few  words  by  oo  (blood),  oe  (does), 
oi  (porpoise),  io  (cushion),  eo  (dungeon). 

XV.  — The  sound  ft  is  represented  in  nine  ways:  1.  In  many  words 
by  ft  (bftrn),  e (her),  i (first) ; 2.  In  a few  words  by  ea  (heard), 
o (work),  oft  (scoftrge),  y (myrtle),  a (liar),  ue  (guerdon).  This 
sound,  like  a in  air  (a  in  ask,  and  the  guttural  iih),  is  diphthongal, 
occasioned  by  the  transmutation  of  the  rough  or  trilled  r to  the 
smooth  or  palatal  r,  the  effort  expended  in  trilling  the  tongue 
having  weakened  into  a guttural  vowel-sound  uh,  heard  as  a 
glide  from  the  previous  vowel-sound  to  the  r.  Very  careful 
speakers  preserve  enough  of  the  original  sounds  of  e,  i,  and  y to 
distinguish  them  from  o or  u,  although  the  common  usage,  here 
and  in  England,  is  to  pronounce  them  all  alike,  except  before  a 
trilled  r.  Smart  says : u Even  in  the  refined  classes  of  society 
in  England  sur , durt , burd , etc.,  are  the  current  pronunciation 
of.  sir,  dirt , bird ; and,  indeed,  in  all  very  common  words  it 
would  be  somewhat  affected  to  insist  on  the  delicate  shade  of 
difference.”  The  careful  teacher  will,  however,  practice  his 
pupils  in  this  delicate  distinction  enough  to  make  them  well 
acquainted  with  it.  The  same  guttural  vowel-sound  uh  occurs 
as  a vanish  after  e (mere),  i (fire),  6 (more),  u (pure),  etc. 

XVI.  — The  sound  u is  represented  in  nine  ways:  1.  In  many  words 
by  oo  (bloom) ; 2.  In  a few  words  by  ou  (group),  o (dp),  u (rule), 
ew  (grew),  ewe  (yu),  ue  (true),  ui  (fruit),  oe  (shoe),  oeu  (manoeu- 
vre). This  is  the  general  sound  of  u after  an  r or  sh  sound, 
because  the  first  part  of  the  diphthong  (l-bo)  is  lost  (after  r)  or 
absorbed  (in  sh). 

XVII.  — The  sound  u is  represented  in  four  ways : 1.  In  many  words 
by  oo  (brook)  ; 2.  In  a few  by  u (bush),  ou  (would),  o (wolf). 

XVIII. — The  diphthong  oi  (=  a-i  or  aw-e),  as  in  coil,  is  represented 
also  by  oy  (boy). 

XIX. — The  diphthong  ou  (=  a-ob),  as  in  bound,  is  represented  als^ 
by  ow  (crowd). 


FOURTH  READER. 


241 


XX.  — The  sounds  of  g in  gem,  of  g in  get,  of  s in  so,  of  § in  wag, 
of  q in  gell,  of  e in  -eat,  of  ch  in  child,  of  -eh  in  -ehorus,  of  §h  in 
machine,  of  x in  ox,  of  $ in  e^act  (gz),  of  n in  no,  of  n in  con- 
cord (kongkord),  of  th  in  thing,  of  th  in  the,  are  marked,  when 
marked,  as  here  indicated. 

XXI.  — The  sound  of  f is  represented  by  ph  (philosopher)  in  many 
words,  and  by  gh  (cough)  in  a few  words.  The  sound  of  v is 
represented  by  f in  of  and  ph  (Stephen)  in  a few  words.  The 
sound  of  sh  is  represented  by  c (oceanic),  s (nauseate),  t (nego- 
tiation), ce  (ocean),  ci  (social),  se  (nauseous),  si  (tension),  ti 
(captious),  ch  (chaise),  sc  (conscientious),  sch  (schorl),  sci  (con- 
science). xi  = ksh  in  noxious,  xu  = kshu  in  luxury,  su  = shu  in 
sure  ; zh  is  represented  by  si  (fusion),  zi  (grazier),  s (symposium), 
ti  (transition),  ssi  (abscission),  g (rouge) ; zu  = zhu  in  azure. 

B. — Table  of  Sounds  represented  by  Letters  and  Combinations. 

1.  a — eight  sounds : ale,  at,  alms,  ask,  care,  all,  was,  any  (&). 

2.  e — five  sounds : eve,  met,  there,  her,  pretty  (1). 

3.  i — four  sounds  : ice,  it,  fatigue,  fir. 

4.  0 — eight  .sounds : note,  nor,  not,  move,  w^olf,  work,  son,  worn- 
en  CO. 

5.  u — eight  sounds : use  (yu),  cube,  but,  rude,  pull,  fhr,  busy  (1), 
bury  ($). 

6.  y — three  sounds  : by,  lyric,  myrrh. 

7.  aa  = a,  a ; ce  = e,  & ; ai  = a,  a,  a,  £,  i,  1 ; ao  = a,  a ; au  = a,  a, 

a,  o ; aw  = a ; awe  = a ; ay  = a,  a,  e,  i ; aye  = a. 

8.  ea  = a,  a,  a,  e,  8,  ft,  A ; ee  = e,  1,  a ; ei  = a,  a,  e,  8,  i,  1 ; ey  = a, 
e,  i ; eo  = e,  8,  6,  6,  ii ; eu  = u,  yu,  yu  ; ew  = u,  o,  u,  yu  ; eau 
= 6,  H ; ewe  = yu;  eye  = i;  eou  = yu. 

9.  ia  = 1,  ya ; ie  — e,  8,  i,  i,  yb,  yu  ; io  = yo,  yii,  ii ; iu  = yu  ; ieu 
= u ; iew  = u ; iou  = yu. 

10.  oa  = o,  a ; o e = e,  8,  6,  u,  ii  ; oi  = oy,  1,  ii,  wi,  wa  ; oeu  = u ; 00 

= 6,  u,  u ii  ; ou  = ow,  a,  6,  o,  o,  ii ; ow  = ou,  6,  6 ; oy  = oi. 

11.  ua  = a,  a,  u,  wa,  wa,  wa,  wa,  wTa ; ue  = e,  5,  we,  wS,  u,  h,  u, 
yu;  ui  = i,  1,  u,  u,  wi,  wi,' wi,  we;  uo  = wo,  w6 ; uy  = e,  i; 
uay  = e ; uea  = we ; uee  = we  ; uoy  = woi ; uay  = wa,  e. 


16 


242  FOURTH  READER. 

D. — Less  Common  Words. 


fbs'sil 

gam'ut 

seab'bard 

stii-e'eo 

vi-e'ar 

vis'gid 

tSr'rage 

sor'tie 

ton-tine' 

pse'an 

IV. 

pug-na'cious  (*shus) 
fty-a-lan^he' 
nau'se-ate  (-she-) 
tran-sl'tion  (-sizh'-un) 
al'ien 
pbn'iard 
Qi-yil'ian 
-ebll'ier-y  (-yer-) 
pa-vil'ion  (-yun) 
stat'ure  (-yur) 

VII. 

-ehro-nol'o-gy 

stry-eli'mne 

ar'-ebe-type 

la-eh'ry-mal 

mS-eh'a-msm 

Pen'ta-teueh  (-tak) 

gan'grene 

triph-thon'gal 

dis-btirse' 

intense 


II. 

di-ser'e-sis 

5s'si-fy 

ma-noeu/vre  (-na-) 

myrrh  (mer) 

na'dir 

pha'lanx 

phoe'nix  (fe'-) 

si'phon 

na'gal 

sSn'ti-ent  (-sh!-) 

V. 

sht'ure  (-yur) 

stat'ue 

stat'ute 

gen'u.-me 

stren'u-ous 

aq'ue-duet  (-we-) 

eq'ui-page  (-pej) 

bq'm-ty 

r£q'ui-§ite 

-eo-quette'  (-ketq 

VIII. 

dog'ile 

mis'sile 

-erys'tal-line 

thr'pen-tine 

-eor'al-line 

sat'el-lite 

gran'ite 

sue-ges'siye 

ar'a-ble 

n§'i-ble 


III 

de-Q^p'tion 
fa-ge'tious  (-shus) 
yi'ti-ate  (-shi-) 
in-i'tial  (-ish'-) 
in-si'tion  (-slsh'un) 
se-di'tious 
tu-l'tion 

■ebn'scienge  (-shens) 

au-da'cioiis 

pre-eo'cious 

VI. 

ex-cheq'uer  (-chek'er) 
mos-qui'to  (mus-ke'-) 
an-tique'  (-teekq 
gro-thsque'  (-tesk') 
mosque 
o-paque' 

-ehyme  (kim) 

bur-lesque' 

-eri'tique' 

-ehi-me'ra 

IX. 

■*  el'i-gi-ble 
in-del'i-ble 
re-§ist'i-ble 
Cy'-ele 
pm'na-ele 
re-gep'ta-ele 
griz'zle 

mas'sa-ere  (-ker) 
driv'el  (v'l) 
wee'vil  (v'l) 


FOURTH  READER. 


X. 

bea'-eon  (-kn) 
ob-lique'  (-leek') 
de-e'a-logue 
syn'a-gogue 
♦ bai'liff 
har'ass 
subt'le  (sut'i) 
czar  (zar) 
ab'sgess 
Gi-bral'tar 

XIII. 

s&d'i-ment 

-ea-tarrh'  (-tar') 

fas'gi-nate 

snp'pli-eate 

e-qui-lib'ri-iim 

-eo-me'di-an 

gram-ma'ri-an 

-ea-lum'iri-oiis 

de-lir'i-um 

£-e-a-dem'i-e-al 

XVI. 

decease' 
a-e-gSpi'ange 
chan'gel-lor 
sur-vey'or  (-va'-) 
a-e-eou'ter  (-kdo'-) 
am-phi-the'a-ter 
-eon-gen'ter 
-ter-gede' 


XI. 

ae-qui-esge' 
gnarl  (narl) 
phlegm  (flem) 
dl'a-phragm  (-fram) 
asth'ma  (ast'- ) 
naph'tha  (nap'-) 
hals'er  (haws'-) 
pneu-mo'ni-a  (nu-) 
psal'ter-y  (sawi'-) 
per'emp-to-ry 

XIV. 

re-gip'ro-eal 

las'si-tude 

a-trog'i-ty 

-ea-pag'i-ty 

e-las-tig'i-ty 

&l-le-gor'i-e-al 

an-te-ged'ent 

an'tl-dote 

nlg'e-ty 

an-ti-ehns'tian 


XVII. 

su-per-in-tSnd'ent 

gyl'in-der 

at'mos-phere 

fm-an-gier'  (-seer') 

-eo-erge' 

as-perse' 

re-im-blirse' 

av'a-rige 


XII. 

ap-ro-pos'  (-po') 
tres'tle  (s'l) 
schi§m  (sizm) 
mort'gage  (mdr'gej) 
mi§'tle-toe  (miz'io 
in-fal'li-ble 
fil'a-ment 
man'age-a-ble 
lm'i-ment 
nu'tri-ment 

XV. 

de-lude' 

de-lm'e-ate 

dl-m&n'sion 

e-lu'gi-date 

im-mgn'si-ty 

in-5-e'u-late 

fer-men-ta'tion 

flr'ma-ment 

siis'te-nange 

■eon-eur'renge 

XVIII 

pro-bbs'gis 
-eon-ta'gious 
mar'ghion-ess  (-shun-) 
vo-ra'cious 
dis-perse' 
fi-e-ti'tious 
su-per-sti'tioiis 
ge-om-e-trl'cian  (-trish 


244 


FOURTH  READER. 


XIX. 

XX. 

XXL 

ae-g&l-er-a'tion 

big'ot 

pan'i-e 

e^-hil-a-ra'tion  (gz) 

•eal'um-ny 

-eom-modl-ty 

sQin-til-la'tion 

-eat'e-eliige 

de-v&l'op 

em'bas-sy 

-eom'i-e 

e-lab'o-rate 

-eoftrt'e-sy  (kurt'-) 

flag'on 

en-am'el 

fal'la-gy 

frig'ate 

ep-i-dgm'i-e 

inil-lSn'ni-um 

ob'e-lisk 

e-vap'o-rate 

bllthe'some 

p£l'i--ean 

ex-pSr'i-ment 

malm'§ey  (mam'-) 

ten'or 

pl-rat'i-eal 

am'e-thyst 

yig'or 

re-tal'i-ate 

XXII. 

XXIII. 

XXIV. 

ag'gre-gate 

flip'pant 

wit'ti-£i§m 

a-e-a-dSm'i-e 

fdp'pish 

ae-eom 'mo-date 

ba-rom'e-ter 

mot'to 

am-bas'sa-dor 

bar-ri-eade' 

mum 'my 

ban-dit'ti 

bat'ter-y 

pallid 

bri-tan'ni-a 

brag'gart 

pen'nant 

-eo-los'sus 

-erab'bed 

pol'len 

-eom-mit'tee 

dis'si-pate 

sen'na 

em-bar'rass 

dlt'ty 

stellar 

e^-ag'ger-ato 

•eay-a-lier' 

traf'fi-e 

suf'fo-eate 

XXV. 

XXVI. 

XXVII. 

in-flam'ma-to-ry 

a-non'y-moiis 

. bhrgla-ry 

ty-ran'nie-al 

a-po-e'ry-pha 

-ear-touch'  (-tobtc] 

a-chieve'ment 

as-§end'en-gy 

chir'rup 

pi-az'za 

at'tri-bute 

-ehor'is-ter 

a-e-knowl'edg-ment 

au$-il'ia-ry 

glt'a-del 

ad'mi-ra-ble 

be-nef'i-$enge 

brill'ian-oy 

ad-yan-ta'geous 

a-poth'e-ea-ry 

gel'er-y 

am-phib'i-ofts 

blas'phe-my 

Cem'e-ter-y 

a-nal'y-sis 

bo-hea' 

gSr'e-mo-ny 

an-ni-ver'sa-ry 

bom-ba-zine' 

-eon-fe-e'tion-er-; 

FOURTH  READER. 


247 


XLVI. 

in-ex'o-ra-ble 

in-sep'a-ra-ble 

in'te-gral 

m'ter-est-ed 

lam'ent-a-ble 

le'ni-ent 

lSv'ee 

le'ver 

lu'di-erous 

ma'ni-a-e 

XLIX* 

(4)  heir 
(4)  e’er 
(2)  altar 
(2)  bait 
(2)  bade 
(2)  beau 
(2)  been 
(2)  bier 
(2)  belle 
(2)  bury 


Lll  * 

(2)  fourth 
(2)  gait 
(2)  guilt 
(2)  gored 
(2)  grown 
(2)  hale 
(2)  haul 
(2)  hart 
(2)  hew 
(2)  hire 


XLVI  I. 

mon'as-ter-y 

ob'li-ga-to-ry 

Pan-the'on 

pa/tent 

re-lax-a'tion 

re-volt' 

route 

sol'der 

souve-nir' 

sphinx 

L* 

(2)  bough 
(2)  brake 
(2)  cell 
(2)  seller 
(2)  climb 
(2)  course 
(2)  corps 
(2)  creak 
(2)  due 
(2)  dough 


LIN  * 

(2)  whoop 
(2)  inn 
(2)  lessen 
(2)  led 
(2)  lye 
(2)  maid 
(2)  mail 
(2)  mane 
(2)  mown 
(2)  neigh 


X L V III. 

tap'es-try 

tar'get 

tep'id 

ti'ny 

ti-rade' 

tre'mor 

trlb'nne 

va-e'§i-nate 

va-ga'ry 

wrath 


LI  * 

(2)  dun 
(2)  dost 
(2)  dire 

(2)  dyeing 

(3)  ewe 
(3)  yew 
(2)  fawn 
(2)  fare 
(2)  feat 
(2)  flue 


LIV* 

(2)  knead 

(2)  knight 

(3)  o’er 
(2)  won 

(2)  pale 

(3)  pear 
(2)  paws 
(2)  piece 
(2)  peal 
(2)  purl 


248  FOURTH  READER. 


LV.*  LVI*  LVII* 


(2)  plain 

(2)  wring 

(2)  tier 

(2)  plait 

(3)  road 

(2)  through 

(2)  plumb 

(2)  roar 

(2)  thrown 

(2)  prey 

(2)  rood 

(2)  thyme 

(3)  praise 

(2)  sail 

(2)  toe 

(3)  rein 

(2)  scene 

(2)  tun 

(2)  wrap 

(2)  seam 

(2)  vein 

(2)  red 

(2)  seize 

(2)  veil 

(2)  reed 

(2)  sleigh 

(3)  viol 

(2)  rice 

(3)  so 

(2)  waist 

LVIII  * 

LlX.f 

LXf 

(2)  week 

(2)  abuse 

(2)  slough 

(2)  wood 

(2)  bow 

(2)  wind 

(2)  throe 

(2)  cleanly 

(2)  mall 

(2)  rime 

(2)  hinder 

(2)  gallant 

(2)  moat 

(2)  lead 

(2)  grease 

(2)  meed 

(2)  live 

(2)  gill 

(2)  grieves 

(2)  lower 

(2)  close 

(2)  cygnet 

(2)  minute 

(2)  rise 

(2)  corol 

(2)  mow 

(2)  irony 

(2)  bruit 

(2)  row 

(2)  wound 

* When  the  teacher  pronounces  a word  from  these  lessons  (XLIX.-LVIII.),  the  pupil 
should  spell  and  define  the  two  or  more  words  haying  the  same  pronunciation. 

t When  the  teacher  pronounces  a word  from  these  lessons  (LIX.,  LX.),  the  pupil 
should  give  its  two  pronunciations  and  the  definition  in  each  case : e.  g.,  how  (bou),  to 
incline  the  head ; bow  (bo),  a weapon  for  propelling  arrows,  or  the  doubling  of  a string  in 
a knot,  etc. 


APPLETONS’  SCHOOL  READERS, 

Consisting  of  Five  Books. 

BY 

WM.  T.  HARRIS,  LL.  D.,  A.  J.  RICKOFF,  A.  M.,  MARK  BAILEY,  A.  M., 

Superintendent  of  Schools,  Superintendent  of  Instruction,  Instructor  in  Elocution, 

St.  Louis,  Mo.  Cleveland,  0.  Yale  College. 


APPLETONS’  FIRST  READER Child’s  Quarto, 

APPLETONS’  SECOND  READER 12mo, 

APPLETONS’  THIRD  READER 12mo, 

APPLETONS’  FOURTH  READER 12mo, 

APPLETONS’  FIFTH  READER 12mo, 


CHIEF  MERITS. 

These  Readers,  while  avoiding  extremes  and  one-sided  tendencies,  combine 
into  one  harmonious  whole  the  several  results  disirable  to  be  attained  in  a series 
of  school  reading-books.  These  include  good  pictorial  illustrations,  a combina- 
tion of  the  word  and  phonic  methods,  careful  grading,  drill  on  the  peculiar  com- 
binations of  letters  that  represent  vowel-sounds,  correct  spelling,  exercises  well 
arranged  for  the  pupil’s  preparation  by  himself  (so  that  he  shall  learn  the  great 
lessons  of  self-help,  self-dependence,  the  habit  of  application),  exercises  that 
develop  a practical  command  of  correct  forms  of  expression,  good  literary  taste, 
close  critical  power  of  thought,  and  ability  to  interpret  the  entire  meaning  of  the 
language  of  others. 

THE  AUTHORS. 

The  high  rank  which  the  authors  have  attained  in  the  educational  field  and 
their  long  and  successful  experience  in  practical  school-work  especially  fit  them 
for  the  preparation  of  text-books  that  will  embody  all  the  best  elements  of  modern 
educative  ideas.  In  the  schools  of  St.  Louis  and  Cleveland,  over  which  two  of 
them  have  long  presided,  the  subject  of  reading  has  received  more  than  usual  at- 
tention, and  with  results  that  have  established  for  them  a wide  reputation  for 
superior  elocutionary  discipline  and  accomplishments.  Feeling  the  need  of  a 
series  of  reading-books  harmonizing  in  all  respects  with  the  modes  of  instruc- 
tion growing  out  of  their  long  tentative  work,  they  have  carefully  prepared  these 
volumes  in  the  belief  that  the 'special  features  enumerated  will  commend  them 
to  practical  teachers  everywhere. 

Of  Professor  Bailey,  Instructor  of  Elocution  in  Yale  College,  it  is  needless  to 
ipeak,  for  he  is  known  throughout  the  Union  as  being  without  a peer  in  his  pro- 
fession. His  methods  make  natural , not  mechanical  readers. 


90  pages. 
142  « 

214  « 

248  “ 

471  “ 


D.  APPLETON  & CO.,  Publishers,  1,  3,  & 5 Bond  Street,  New  York. 


PRIMERS 

IN  SCIENCE,  HISTORY,  AND  LITERATURE. 

18mo.  . . . Flexible  cloth,  45  cents  each. 


I. — Edited  by  Professors  HUXLEY,  ROSCOE,  and  BALFOUR 
STEWART. 


SCIENCE  PRIMERS. 

Introductory 

Chemistry 

Physics 

Physical  Geography. 

Geology 

Physiology 

Astronomy 

Botany 

Logic 

Inventional  Geometry . .....  

Pianoforte 

Political  Economy 


T.  H.  Huxley. 

H.  E.  Roscoe. 

Balfour  Stewart. 

a.  Geikie. 

A.  Geikie. 

M.  Foster. 

J.  N.  Lockyer. 

J.  D.  Hooker. 

W.  S.  Jevons. 

W.  G.  Stencer. 

.Franklin  Taylor. 
W.  S.  Jevons. 


II.— Edited  by  J.  R.  GREEN,  M.  A.,  Examiner  in  the  School  of  Modern 
History  at  Oxford. 


HISTORY  PRIMERS. 

Greece 

Rome 

Europe 

Old  Greek  Life 

Roman  Antiquities 

Geography 


C.  A.Fyffe. 

. .M.  Creighton. 
E.  A.  Freeman. 
.J.  P.  Mahaffy. 
.A.  S.  Wilkins. 
George  Groye. 


Ill— Edited  by  J.  R.  GREEN,  M.  A. 

LITERATURE  PRIMERS. 


English  Grammar R.  Morris. 

English  Literature Stopford  A.  Brooke. 

Philology J.  Peile. 

Classical  Geography. M.  F.  Tozer. 

Shakespeare E.  Dowden. 

Studies  in  Bryant J.  Alden. 

Greek  Literature R.  C.  Jebb. 

English  Grammar  Exercises R.  Morrts. 

Homer W.  E.  Gladstone. 

English  Composition J.  Nichol. 


( Others  in  preparation .) 

The  object  of  these  primers  is  to  convey  information  in  such  a manner  as 
to  make  it  both  intelligible  and  interesting  to  very  young  pupils,  and  so  to  dis- 
cipline their  minds  as  to  incline  them  to  more  systematic  after-studies.  In  the 
Science  Series  some  simple  experiments  have  been  devised,  leading  up  to  the 
chief  truths  of  each  science.  By  this  means  the  pupil’s  interest  is  excited,  and 
the  memory  is  impressed  so  as  to  retain  without  difficulty  the  facts  brought 
under  observation.  The  woodcuts  which  illustrate  these  primers  serve  the 
flame  purpose,  embellishing  and  explaining  the  text  at  the  same  time. 

D.  APPLETON  & CO .,  Publishers,  New  York* 


QUACKENBOS'S  STANDARD  TEXT-BOOKS. 


Elementary  History  of  the  United  States.  Made  easy  am 
interesting  for  beginners.  Brought  down  to  the  present  Adminis- 
tration. Splendidly  illustrated.  i6mo,  pp.  216.  65  cents. 

Illustrated  School  History  of  the  United  States,  with  nu- 
merous Maps,  Plans  of  Battle-fields,  and  Pictorial  Illustrations 
Brought  down  to  the  present  Administration.  i2mo,  pp.  538.  $1.30. 

First  Book  in  English  Grammar.  i6mo,  pp.  120.  45  cents. 

An  English  Grammar.  i2mo,  pp.  288.  80  cents. 

Illustrated  Lessons  in  Our  Language.  i2mo,  pp.  180.  55  cts. 

First  Lessons  in  Composition.  i2mo,  pp.  182.  80  cents. 

Advanced  Course  of  Composition  and  Rhetoric.  A Series  of 
Practical  Lessons  on  the  Origin,  History,  and  Peculiarities  of  the 
English  Language,  Punctuation,  Taste,  the  Pleasures  of  the  Ima- 
gination, Figures,  Style,  Criticism,  and  Prose  and  Poetical  Com- 
position, with  Exercises.  New  and  revised  edition . i2mo,  pp. 
450.  $1.30. 

A Natural  Philosophy.  Embracing  the  most  recent  discoveries 
in  Physics,  and  exhibiting  the  application  of  Scientific  Principles  in 
every-day  life.  Accompanied  with  335  Illustrations,  and  adapted 
to  use  with  or  without  Apparatus.  i2mo,  pp.  450.  $1.50* 

A Primary  Arithmetic.  Beautifully  illustrated.  i6mo,  pp.  108. 
22  cents. 

An  Elementary  Arithmetic.  i2mo,  pp.  144.  4°  cents. 

A Practical  Arithmetic.  i2mo,  pp.  336.  80  cents.  KEY  to  the 

same.  18  cents. 

A Mental  Arithmetic.  i6mo,  pp.  168.  35  cents. 

A Higher  Arithmetic.  A comprehensive  treatise  for  advanced  pm 
pils.  Designed  as  a thorough  preparation  for  the  Counting-house. 
Recently  published.  i2mo,  pp.  420.  $1.10.  KEY.  65  cents. 

D.  APPLETON  & CO.,  Publishers, 

New  York* 


Illustrated  Lessons  in  our  Language* 

Designed  to  teach  children  Efiglish  Grammar  without  its  technicalities , 
in  a common-sense  way — intelligently , thoroughly , attractively. 

By  G.  P.  QUACKENBOS,  LL.D., 

AUTHOR  OF  “ FIRST  LESSONS  IN  COMPOSITION,”  “ RHETORIC,”  ETC. 

16mo,  180  pages. 

“ A 3tudent  who  goes  carefully  through  this  little  book  will  understand  the  construc- 
tion  of  the  English  sentence  better,  and  be  readier  at  correct  speech  and  writing,  than 
he  had  studied  Lindley  Murray  or  Goold  Brown  for  three  years.”— N.  Y.  Daily  Times. 


[ Specimen  Engraving.\ 

THE  BOOK  on  Language.  Devel- 
ops the  subject  by  object-lessons  on 
pictures.  Does  away  with  the  formidable 
legion  of  inflections  and  conjugations, 
observations  and  exceptions.  Substi- 
tutes for  dry  verbal  parsing  an  ingenious 
course  of  inductive  Exercises,  which  none 
can  go  through  without  learning  how  to 
handle  language.  Deals,  in  a new  and 
improved  practical  way,  with  the  prin- 
ciples of  correct  expression,  analysis,  punctuation,  good  style,  oral  criti- 
cism, business  correspondence,  etc. 

D.  APPLETON  & CO.,  Publishers,  1,  3,  & 5 Bond  Street,  N.  y. 


Illustrated  School  History  of  the  World, 

FROM  THE  EARLIEST  AGES  TO  THE  PRESENT  TIME. 


By  J.  D.  QTJACKENBOS,  A.M.,  M.  D. 

1 volM  12mo,  473  pages. 


[Specimen  Engraving .] 


This  new  School  History  is  written  in  a style  that  is  a model  of  clear- 
ness, eloquence,  and  elegant  condensation. 

It  is  not  a mere  record  of  wars,  but  portrays  as  well  the  social  life  of 
the  nations,  ancient,  mediaeval,  and  modern,  their  progress  in  science,  lit- 
erature, and  the  arts,  discovery,  inven- 
tion, and  civilization. 

It  leaves  insignificant  details  and 
repulsive  statistics  out  of  view,  but 
presents  all  that  is  of  real  consequence, 
dealing,  in  fact,  with  many  interest- 
ing parts  of  the  world’s  annals  which 
have  been  heretofore  comparatively 
overlooked. 

It  condenses  the  whole  history  of 
the  past  into  a moderate-sized  volume 
that  can  be  readily  mastered  in  the 
course  of  the  ordinary  school  year. 

It  treats  ancient  countries  in  the 
light  of  the  most  recent  discoveries. 

It  brings  down  the  history  of  every 
country  to  the  present  year,  with  in- 
valuable freshness  and  accuracy. 

It  is  profusely  illustrated  with  ar- 
tistic colored  maps,  ancient  and  mod- 
ern, and  with  magnificent  engravings 
from  spirited  designs,  in  which  the 
truth  of  history  is  rigidly  preserved. 

It  is  full  of  pleasant  stories, .which 
relieve  the  narrative,  while  sometimes 
they  give  a more  vivid  view  of  men 
and  manners  than  whole  pages  of  de- 
scription would  do. 

It  is  adapted  to  every  school,  pub- 
lic or  private,  in  which  General  History 
is  taught. 

Every  possible  device  has  been 
resorted  to,  in  order  to  make  this 
manual  an  attractive  school-book,  to  render  the  learning  of  history  easy, 
ind  to  imbue  the  pupil  with  a taste  for  historical  reading. 


Egyptian  Obelisk. 


D.  APPLETON  & CO.,  Publishers,  1,  3,  & 5 Bond  St..  N.  Y. 


THE 


Experimental  Science  Series. 


In  neat  12mo  volumes,  bound  in  cloth,  fully  illus- 
trated. Price  per  volume,  $1.00. 


This  series  of  scientific  books  for  boys,  girls,  and  students  of  every  age,  was  de* 
signed  by  Prof.  Alfred  M.  Mayer,  Pb.  I).,  of  the  Stevens  Institute  of  Technology, 
Hoboken,  New  Jersey.  Every  book  is  addressed  directly  to  the  young  student,  and 
he  is  taught  to  construct  his  own  apparatus  out  of  the  cheapest  and  most  common 
materials  to  be  found.  Should  the  reader  make  all  the  apparatus  described  in  the  first 
book  of  this  series,  he  will  spend  only  $12.40. 


NOW  BEAD Y : 

I.— LIGHT. 

A Series  of  Simple,  Entertaining,  and  Inexpensive  Experiments  in  the  Phenomena  ol 
Light,  for  Students  of  every  Age. 

By  ALFRED  M.  MAYER  and  CHARLES  BARNARD. 

II.— SOUND: 

A Series  of  Simple,  Entertaining,  and  Inexpensive  Experiments  in  the  Phenomena  of 
Sound,  for  the  Use  of  Students  of  every  Age. 

By  ALFRED  MARSHALL  MAYER , 

Professor  of  Physics  in  the  Stevens  Institute  of  Technology ; Member  of  the  National 
Academy  of  Sciences;  of  the  American  Philosophical  Society,  Philadelphia;  of 
the  American  Academy  of  Arts  and  Sciences,  Boston ; of  the  New  Y ork 
Academy  of  Sciences ; of  the  German  Astronomical  Society ; of 
the  American  Otological  Society ; and  Honorary  Mem- 
ber of  the  New  York  Ophthalmological  Society. 


In  Active  Preparation; 

III.  Vision  and  the  Nature  of  Light. 

IY.  Eleetrioity  and  Magnetism. 

V.  Heat. 

Yl.  Mechanics. 

YII.  Chemistry. 

VIII.  The  Art  of  experimenting  with  Cheap  and  Simple  In- 
struments. 

D.  APPLETON  & CO.,  Publishers,  1,  3,  & 5 Bond  Street,  New  York. 


r \ 


r"  ' y CL 


\Qrrc/  -'&a  d/i  yCi-crzrt- 

•cS  ■ Mi 


L n 


* 


v • 

’ '! 


t t 


\-'S~ 


